Group 7 Research Nakaka Stress

Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE I

MUNICIPAL GOVERNMENT OF TALAVERA
AND TECHNOLOGY
Diaz Street, Pag-asa District, Talavera, Nueva Ecija, Philippines
TALAVERA ACADEMIC OFF - CAMPUS
“THE PERCEIVED IMPACT OF ANIME BINGE-WATCHING WITH ENGLISH
SUBTITLES TO THE VOCABULARY ENRICHMENT”
A Thesis Presented to The Faculty Members of
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Municipality Government of Talavera
In Partial Fulfilment
of the Requirements for the Degree of
Bachelor of Elementary Education
By:
Patricia Mae J. Dela Cruz
Rose Ann L. Villanueva
Francis Adrian B. Octavio
2023
Transforming Communities through Science

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APPROVAL SHEET
This thesis entitled, “THE PERCEIVED IMPACT OF ANIME BINGE-WATCHING

WITH ENGLISH SUBTITLES TO THE VOCABULARY ENRICHMENT” prepared
and submitted by Patricia Mae J. Dela Cruz, Rose Ann L. Villanueva and Francis Adrian
B. Octavio in partial fulfillment of the requirements on the Research in the Major Field for
the degree, Bachelor of Elementary Education, has been examined and is recommended
for acceptance and approval for ORAL EXAMINATION.
MYLENE F. DE GUZMAN
Research Instructor and Adviser
PANEL OF EXAMINERS
Approved by the committee on Oral Examination on April 20, 2024.
KING ARDEE N. MIGUEL JOHN A. RUIZ

Panel Member Panel Member
LYNDON M. IBARRA
Chairman
Accepted and approved in partial fulfillment of the requirements on the Research

in the Major Field for the degree, Bachelor of Elementary Education
ERICSON L. NEPOMUCENO
BEED Program Chair
MARCIANA DC. SORIANO

School Administrator

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ABSTRACT
The objective of this research is to examine how the percieved impact of Anime
binge-watching with English subtitles enrich the vocabulary of the repondents.. The study
employed a descriptive research design and utilized purposive sampling to ensure a
diverse representation of participants. A total of 98 second-year Bachelor of Elementary
Education (BEED) students from Nueva Ecija University of Science and Technology—
Municipal Government of Talavera participated in the study. Data was collected using a
standardized tool, focusing on personal profiles and participants' perceptions regarding
the perceived impact of anime binge-watching with English subtitles on their vocabulary
enrichment. The findings indicated that participants acknowledged the positive influence
of watching anime on their vocabulary enrichment.
- Researchers
Keywords: vocabulary enrichment, perceived impact of anime binge-watching with
English subtitles

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ACKNOWLEDGEMENT
The completion of this understanding could not have been possible without the
participation and assistance of people whose names may not all be enumerated. Their
contributions are sincerely appreciated and gratefully acknowledged. However, this group
would like to express their deep appreciation and indebtedness particularly to the
following:
To our research adviser, MYLENE F. DE GUZMAN, who has consistently
offered advice to the researchers while they have been doing this investigation.
To our beloved School Administrator, MRS. MARCIANA SORIANO for her
favorable response regarding the study.
To all the parents/guardians who understand the researchers by allowing them to
spend time in doing the study.
To all friends who helped the researchers in conducting the surveys and
questionnaires.
- Researchers

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DEDICATION
The parents of researchers who have provided unwavering support and unending
inspiration during the study are the recipients of this research paper's dedication. They are
the ones who supplied the resources required to create this study. By helping the
researchers finish the study, it also pays tribute to the teachers who fell behind in enabling
this research. The study's dedication to students who might want assistance in overcoming
mental health concerns is another goal shared by the researchers. This study is also
dedicated to the university that provided the researchers with the tools, training, and
collaboration to construct it.
We look up to and devote this entire study to our All-Powerful God, who has
bestowed upon us the courage, insight, discernment, protection, and perseverance
necessary to complete this research
With love,
Patricia Mae J. Dela Cruz,
Rose Ann L. Villanueva,
And Francis Adrian B. Octavio
Researchers

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TABLE OF CONTENTS
Page
Title Page ……………………………………….………………………. i
Approval Sheet ….…….………………………………………………….. ii
Abstract …………………….……….……………………….……….. iii
Acknowledgement ………………………………………………………. iv
Dedication …………….……………………………………………....... v
Table of Contents ……………………………………………………… vi
List of Tables …….……………………………………………….……….. viii
List of Figures ……………………………………………………… ix
List of Appendices ……………………………………………………… ix
CHAPTERS
1 THE PROBLEM AND ITS SETTING
Introduction ……………………………………………………… 1
Review of Related Literature ……………………………………… 3
Theoretical Framework…………………………...………………... 22
Conceptual Framework……………………………...……………... 22
Research Paradigm ……………………………………………… 24
Statement of the Problem …………………………………….... 25
Hypothesis ….………………………………………………....... 26
Scope and Delimitation of the Study ……………………………… 26

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Significance of the Study ……………………………………… 26
Definition of Terms ……………………………………………… 28
2 RESEARCH METHODOLOGY
Research Design ……………………………………………… 30
Research Locale ……………………………………………… 32
Respondents of the Study ……………………………………… 35
Samples and Sampling Procedures ……………………………… 36
Data Gathering Procedure ……………………………………… 36
Construction and Administration Instrument ……………………… 37
Validations of questionnaires………………………………………. 38
Research Instrument ……………………………………………… 38
Statistical Treatment of Data ……………………………………… 39
Ethical Consideration ……………………………………………… 41
Informed Consent…………………………………………………... 41
Confidentiality……………………………………………………… 42
3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Profile of the Respondents ……………………………………… 43
Age of the Respondents ……………………………… 43
Sex of the Respondents ……………………………… 45
Family Monthly Income ……………………………… 46

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No. of Hours watching Anime with English subtitle …………….… 47
Vocabulary development of the respondents……………………….………… 48
Percieved impact of Anime binge-watching with English subtitles ...… 48
Correlational Anaysis ………………………..…………………..……. 51
4 SUMMARY, CONCLUSION, AND RECOMMENDATION
Summary ………………………………………………………… 54
Conclusion ………………………………………………………… 56
Recommendation ………………………………………………… 57
List of References …………………………………………………………
List of Tables
Page
Rating Scale and Verbal Interpretation …….………………….……... 40
Age of the Respondents ……………………………............................... 43
Sex of the Respondents ………………………………………………... 45

Family Monthly Income ………………………...............................……... 46
No.of hour watching Anime with English subtitles………...............................… 47
Perceived impact of Anime binge-watching with English subtitles…………… 48
Correlational Analysis …………………………...........…….…….……. 51

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List of Figures
Page
Research Paradigm ……………………………………………….... 24
Map of Nueva Ecija University of Science and Technology
Municipality Government of Talavera ………………………………… 34
List of Appendices
APPENDIX A: Request letter to Validation

APPENDIX B: Letter to Principal of Campus Admin
APPENDIX C: Letter to the Respondents
APPENDIX D: Questionnaire or Interview Guide
APPENDIX E: Sample of Encoded date/ transcriptions or Color coding
APPENDIX F: Documents such as validation, date gathering with caption
APPENDIX G: Letter request to English Critic and, acceptance letter, and certificate of
English Critic
APPENDIX H: Request to Statistician and acceptance letter, certificate of statistician
APPENDIX I: Curriculum Vitae

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CHAPTER 1
The Problem and Its Setting
Introduction
"Embracing the magic of anime keeps the heart forever young, where imagination knows
no age."
Anime, originating from Japan, represents a distinct style of animation
characterized by vibrant visuals depicting dynamic characters in plots often infused with
fantastical or futuristic elements. Its distribution spans theatrical releases, television
broadcasts, home media, and online platforms. While original creations are prevalent,
anime frequently adapts material from Japanese manga, light novels, and video games,
catering to diverse audiences through a plethora of genres.
Anime has always been a contentious subject, particularly among teenagers and
adolescents, who gravitate towards its 2-dimensional format. Despite its widespread
popularity, anime faces criticism and disapproval from parents and adults who perceive it
as both too mature, due to its violent and R-rated content referred to as "hentai," and too
juvenile, being Japanese cartoons. However, there is more to anime than meets the eye, as
evidenced by its enduring appeal to various demographics. This study aims to explore the
perceived impact of binge-watching anime on vocabulary enrichment.
According to the University of the Philippines Asian Center (2012), anime derives
from the English word Animation and embodies Japanese animation. Students attribute

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anime's popularity to its unique storytelling, aesthetics, and its far-reaching impact on
economic, cultural, psychological, sociological, and political realms. This resonates with
our own experiences and underscores its role in vocabulary improvement.
Anime enjoys global fame, although some individuals critique its operations within
local and global media contexts, collaborative studio practices, and distribution networks.
Lamarre (2018) posits that animation transcends its self-contained nature and becomes a
techno social entity, dependent on infrastructures, multimedia franchises, and media
ecologies.
For many, anime serves as a coping mechanism, providing a psychological escape
from the stresses of everyday life. Characters and plots in anime often convey optimism,
fostering a positive outlook and inspiring viewers with constructive ideas and motivation.
This coping strategy creates a sense of familiarity and security, contributing to its
enduring appeal.
Since the 1980s, anime has enjoyed global popularity, facilitated by foreign
language programming and, more recently, streaming services. The 2010s witnessed a
surge in its cultural acceptance, both in Japan and internationally. As of 2016, Japanese
animation commanded a significant majority, constituting 60% of the world's animated
television content. This introduction sets the stage for an exploration into the multifaceted
world of anime, spanning its artistic innovation, cultural impact, and enduring global
appeal.

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Review of Related Literature
Overview of Anime History
The start of anime in Japan, it was also the beginning of Japanese television anime
exports to the USA, where it was also first broadcast in 1963. However, Takahashi and
Tsugata go on to argue that, at this early time, anime was still "a phenomenon only for the
special community at Mushi Pro (Tezuka's animation company, founded in 1961]. It was
probably in the 1990s that its use was properly clarified by fans" (2011, 9). These recent
historically focused accounts of Japan's animation history are, therefore, helping to repeal
assumptions about anime's dominance in Japan. Through them, we can see that anime is a
category that has emerged out of the erasure of historical complexity. However, these
claims are being made with the benefit of hindsight, safe in the knowledge that anime has
become the dominant domestic industry and a significant transnational cultural
phenomenon.
In Japan, Japanese animation refers to ‘anime’ that is a style of animation
originated in its state. Anime has a far longer history in which they modernized in the early
20th century. The oldest example of Japanese animation is Namakura Gatana that means
Blunt Sword in 1917. In the first decades of the 20th century, animation from these times
shows artists trying to incorporate traditional stories and motifs in a new modern form. The
artwork styles of anime are unique and can be easily separated from that of cartoon. The
characters and the environment in an anime are described in depth and tend to have
detailed background stories. Japanese animation has all kinds of genres to suit all ages

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and preferences including action, adventure, comedy, drama, fantasy, mystery, romance,
science - fiction, sitcoms, sports and many more
At the time when the second edition of the, The Anime Encyclopedia was printed,
the anime world was reaching a historical production peak. The year 2006 saw the Japanese
animation industry produce 135,530 minutes (about 3 months) of new animation, some
19,980 minutes more than the previous year. This, however, was an anomaly, caused by a
large number of productions initiated to meet foreign demand, and partly funded with
foreign money, chiefly from America. As the flood of foreign interest diminished post-
Poémon and post-SPIRITED AWAY, overseas earnings similarly ebbed away, from an
early-20th-century peak of up to 50% of Japanese animation's profits, to a 10% level more
like conditions in the 1990s. Many of the Japanese producers saw it coming. Company-
specific sales figures show two distinct waves of profit- -one in the children's market that
peaked in 2001, and another in the teenage/adult market that peaked between 2003 and
2005, depending on the studio. It is tempting to suggest that these differing pinnacles in
the early 21st century represent the growth and maturation of the same audience the
POKéMoN generation, born at the beginning of the 1990s, turning into teenagers in the
middle noughties, and dwindling in the 2010s.
If anime is an object, the people who interact with it can be visualized on a chain
(see the diagram below), from ownership of the intellectual property, through the
authorship and production of the work, through its distribution to theatres, TV channels or
rental stores, its exhibition through, for example, cinema screenings or TV broadcast,

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through its eventual access by the viewer. This not only helps produce Barbara Klinger's
desired, Rashomon-like effect (1997: 110) of using multiple perspectives to bring a work's
significance into focus, it also brings other works into consideration that might not
normally be regarded as typical of Japanese animation, despite clear connections to the
chain. Final Fantasy: The Spirits Within (2001) is only owned by the Japanese - paid for
with Japanese money but made in the US. Rudolph the Red-Nosed Reindeer (1964) is only
produced by the Japanese, made in Japan for export to foreign markets. Disney's Snow
White and the Seven Dwarfs (1937), the cartoon that the Japanese call Shirayuki-hime, is
localized and exhibited by the Japanese, but not made by them. And if, somewhere in Japan
at this moment, an internet user is watching an untranslated foreign web cartoon, the
existence of that cartoon within the framework of Japanese animation is merely one of
access. However, all of these objects might be considered somewhere in an appraisal of the
Japanese animation industry'.
Since the success of the animated series Pokemon in the late nineties, Japanese
animation has been enjoying greater popularity and recognition in America. Known
increasingly by the Japanese term “anime”, Japanese animation is gaining recognition as a
medium that appeals to children and young people. Anime has had an undeniable effect on
American popular culture.
For example, many children’s cartoons, such as The Powderpuff Girls and Kim
Possible have begun to use an anime copycat style, “anime looks [were] leaping from the
screen” at last fall’s fashion runways2, and Hollywood blockbusters either use animated

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scenes directly (Kill Bill Vol. 1) or borrow imagery from anime (The Matrix Trilogy).
Though the effect anime is having on the visual style of American entertainment and
fashion is easy to see, the implications of anime’s growing popularity for its country of
origin, Japan, are much less clear.
In the following discussion the report of findings based on a poll and take a closer
look at the role anime plays in stimulating interest in Japan, and how interest in anime and
Japanese popular culture are closely related to an interest in Japan. It is in fact difficult to
tease the two apart from each other, since it is impossible to participate in anime fan culture,
except at the very shallowest level, and not be exposed to other forms of Japanese popular
culture and traditional Japanese culture, and thereby be encouraged to explore them further.
Anime and its relationship to interest in Japan are useful to consider in the context of
teaching and learning about Japan. At the very least, one would think that a medium as
easy to swallow as animation would lend itself well to teaching about foreign cultures. But
anime remained obscure and marginalized for some time and was hardly considered a
worthwhile tool for teaching people about Japan. Ironically, according to scholars like
Iwabuchi, that which makes animation easy to understand arguably strips it of any cultural
value it may have. He argues that anime lacks an inherent cultural identity because it is
commonly dubbed into English, edited to suit local tastes, and lacks distinct cultural
markers such as racial features or foreign architecture, and often was not recognized as a
legitimate form of Japanese culture.

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Japan has a long tradition of art and literature. During the Heian period (794-1185),
e-maki (picture scrolls) became established as an art form. Mainly created during the
twelfth century, these beautiful illustrations depicted scenes of court life or historical
events. The origins of the Japanese art aesthetic can be seen in these scrolls. During the
Edo period (1600-1868) woodblock prints became incredibly fashionable. These were
pictures created by artists and transferred onto a woodblock whereupon craftsmen would
carve away at the wood to produce a relief of the image, in reverse.
This could then be inked and printed to reproduce copies of the original drawing.
Multiple blocks could be produced to create multiple colors, sometimes with several inking
to obtain a greater depth of hue, and the finished product could be reproduced quickly and
in large quantities. It was a collaborative process that can, in some respects, be likened to
the production of anime - whereby the writer, director, and key artists determine the
creative element of the narrative and design, after which artists and in-betweeners generate
the final product. Woodblock prints were easy to reproduce and cheap, which meant that
they were very accessible and could be distributed widely. Sometimes a series of popular
prints would run to hundreds of thousands of copies. It's similar to the distribution of manga
today - multiple copies printed on low-grade paper and sold cheaply to the public (the price
of the woodblock prints could compare roughly with a double helping of soba noodles;
manga sells for the equivalent of just a couple of dollars), who are constantly waiting for
the next episode in the series.

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The primary market for these prints generally comprised the lowest ranking of the
social hierarchy of the time - merchants and artisans - although the prints were also
appreciated by the samurai classes. Known as ukiyo-e, or 'pictures of the floating world',
these woodblock prints depicted beautiful landscapes, everyday life from the Edo period,
and pictures of animals and flowers. Particularly popular were the prints from the pleasure
quarters, of geisha and teahouses, as well as kabuki (classical Japanese drama) actors in
famous roles.
Status of Anime Watching in the Philippines
Why is Anime So Popular in the Philippines? Anime has a unique storytelling style
that appeals to people from all walks of life. It combines vibrant visuals, compelling
narratives, and relatable characters to create an immersive experience that transcends
language and cultural barriers. The themes explored in anime, such as friendship, love, and
perseverance, deeply resonate with Filipino audiences, who value these values in their own
culture.
Additionally, the rise of streaming platforms and the accessibility of anime content
online have made it easier than ever for Filipinos to discover and enjoy their favorite shows.
With just a few clicks, they can access a vast library of anime series and movies, both old
and new.
Anime's popularity and pervasiveness have been observed in the Philippines with
Japanese cartoons earning a niche in youth lifestyles and Filipino popular consciousness.
The dynamics of this phenomenon in the Philippine context was this study's main topic of

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inquiry because of the scarcity of writing on the subject matter. The research problems and
objectives were also delineated in this chapter. The general objective was to analyze the
anime phenomenon in the Philippine setting by characterizing the Japanese cultural
influence that results from it and framing it within the development of Philippine-Japan
relations and the process of globalization. The specific objectives were the following: to
present a historical account of anime's presence in the Philippines; to take a closer look
into the cultural phenomena brought about by anime's popularity; to evaluate the Japanese
cultural influence from the anime phenomenon in terms of the history of Philippine-Japan
relations and to assess this occurrence in the light of contemporary processes taking place
in the international scene.
Interviews were also conducted with selected members who identified themselves
in the survey as being exposed to Rurouni Kenshin and having it as one of their
motivations; being exposed to Rurouni Kenshin and not having it as one of their
motivations; being exposed to Rurouni Kenshin and having it as their only motivation; and
not being exposed to Rurouni Kenshin at any point before and after their kendo
membership. A large majority of the Filipino participants in this survey were in their
twenties. The majority of Filipino respondents came from IGA Kendo Club Arena, the
oldest of the four dojos surveyed. Two-thirds of the 50 respondents were male. Most of the
Filipino respondents to the survey said that they were exposed to Rurouni Kenshin. The
movie and anime were the most common Rurouni Kenshin productions that most
respondents were exposed to. One of the two respondents who said that they did not watch

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or read any Rurouni Kenshin material was 43-year-old Florencio Sebastian from IGA
Kendo Club Arena. “While I appreciate Japanese culture, I am not attuned to the latest in
fictional characters, anime or otherwise, unless those who are into it introduce these to me”
(personal communication, December 5, 2015), he said. As for exposure to a combination
of Rurouni Kenshin productions, the most common was exposure to all three forms by 20
respondents, together with another 20 being exposed to the anime and movie only. No
respondent was exposed to manga alone, suggesting that the consumption of the manga
version has always been in connection with the consumption of other forms of Rurouni
Kenshin. From these findings, one can see that the most common form of exposure is from
the animated and live-action versions of Rurouni Kenshin. The anime and the movie
express movement, and these screen forms are much more visual than the static nature of
the print manga.
The impact of anime can be traced back to the block timing company Questor,
which was one of the first businesses to bring anime into the country. By securing rights to
some shows, their arrangement with GMA-7 led to the broadcast of Mechander Robo,
Tōshō Daimos, Mazinger Z, UFO Robo Grendiser, and Voltes V during the 6:00 – 6:30
pm “block” on weekdays. Anime’s blocktime schedule proved effective at capturing
Filipino audiences. Children could enjoy these mecha anime shows every day after school,
particularly Voltes V which was broadcast on Fridays, the end of the school week.
However, while Voltes V became one of the most-watched anime in the
Philippines, the broadcast of its finale was cut short in 1979 when the country’s Martial

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Law regulations imposed a ban on all blocktime robot series. Although the exact cause of
the cancellation remains unresolved, this controversial move left a mark on the generation’s
children for years to come. Anime returned to Philippine television after the success of the
1986 People Power Revolution. Up until then, anime in the Philippines was aired in
English. It wasn’t until the mid-1990s that channels such as RPN-9, IBC Channel 13, and
ABC Channel 5 (TV5) started launching Filipino-dubbed anime like Ranma ½, Dragon
Ball Z, and Sailor Moon. The last unaired episodes of Voltes V were dubbed and released
by GMA Films in 1999, much to the delight of many viewers. Up until the early 2010s,
access to Japanese media in the Philippines has been limited to traditional outlets,
expensive imports, and occasional events initiated by Japanese-led organizations or
fandoms. Finally, in 2016, the company iFlix offered subscription video-on-demand
services in the Philippines. Soon afterward, the expansion of global streaming platforms
made various Japanese shows legally accessible in the country.
The passionate love for anime in the Philippines continues to expand with its
widespread cultural presence. Filipino animation in the pandemic has remained resilient,
opening immense opportunities for people who want to make anime a part of their career.
“Cosplaying can a profession, or anime culture [can] be taught in universities too,”
said MSI Gaming Philippines Ambassador Roxanne Kho.
Anime has also built a loyal following of fans who learned relatable life lessons
from their favorite shows. For Joson, what makes anime stand out is its captivating and

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mature themes, which he said “aren’t often seen in other cartoons that are made for younger
children.”
The Philippines is one of the countries that have been holding cosplay conventions
annually since 2008. Activities include workshops, costume-building contests, and cosplay
competitions for individuals and groups. The Japan Foundation, Manila, and the Embassy
of Japan in the Philippines actively promote different Japanese popular cultures here in the
country such as the Japanese Film Festival (Eiga Sai), JPop Anime Singing and Dance
Contest, Mini Cosplay contest and travel exhibits to be enjoyed by the Filipinos, also to
commemorate the “Philippines-Japan Friendship Month”.
Binge-watching can lead to Language Acquisition
One of the most significant benefits of learning a language through TV series is
exposure to authentic language. While textbooks and language apps can provide a
foundation for grammar and vocabulary, they often lack the nuances and colloquialisms of
everyday speech. TV series, on the other hand, offer a window into real-life language use.
By listening to and mimicking the language used in TV series, you can develop a more
natural-sounding accent and learn common phrases and expressions that aren’t typically
taught in a classroom setting.
Audiovisual or multimodal materials are recognized by language learners and
teachers as an excellent way to receive exposure to the target language. Specifically,

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original version (OV) TV series have the potential to provide learners with large amounts
of spoken input (Webb Citation2014). Furthermore, it has been claimed that the addition
of captions – a simultaneous, on-screen written text representation of the soundtrack –
benefits language learners because the three input sources (audio, visual and caption text)
complement each other and support learning from audiovisual input by distributing the
information among the three channels (see Vanderplank Citation2016). Captioning has
proven to be a useful technique to suppport L2 listening comprehension, vocabulary,
grammar, collocations and pronunciation (see Montero Perez Citation2022). Previous
audiovisual studies have focused on factors such as individual differences, and type of on-
screen text. However, little is known about the role of time distribution – how much time
should be left between viewings, for example between consecutive episodes of a TV series.
While there have been studies on time distribution in reading-while-listening (e.g. Serrano
and Huang Citation2018) audiovisual input has only started to be examined from this
perspective (Muñoz et al. Citation2022). In particular, the phenomenon of binge-watching
– watching at least two TV series episodes consecutively (Castro et al. Citation2021) – has
not been explored from the second language acquisition (SLA) point of view.
As binge-watching has become more extended during the times of COVID-19
lockdown and is becoming an ‘established viewing norm’ (Rubenking and Bracken
Citation2021), it is likely that this increase is not only limited to L1 viewers. Several studies
point out that watching L2 TV is one of the most popular methods of engaging with a
foreign language outside of the classroom (De Wilde et al. Citation2021; Lindgren and

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Muñoz, Citation2013; Muñoz Citation2020). Additionally, with the increasing use of
streaming platforms, probably, the growth of binge-watching has seen in L2 media
consumption.
The habit of binge-watching movies provides opportunities to study language about
vocabulary. Moreover, students should have a schedule for it is. They can get new
vocabulary and find much information about grammar to help language skills. Sometimes
they also found problems with structure, and difficult new vocabulary based on the
dialogue by the native speaker. Then, they can look for the solution to the problems by
asking the teacher or looking for another referent. Indirectly, students studied about the
vocabulary of English by watching a movie. This study replicates the research conducted
by Ahmad Syafi’i (2013) but there are some differences from the previous research such
as the object of research and the method. This study was conducted in ABA and using
qualitative methods while the previous research (Ahmad’s) was conducted in SMKN 1
Salatiga and using SPSS 16.00 Windows Program to analyze the data.
Watching TV in a foreign language can also be a valuable tool for improving
vocabulary and pronunciation. When you're exposed to a wide range of vocabulary in
context, you're more likely to remember and retain new words and phrases. Additionally,
by listening to native speakers, you can develop a better ear for the rhythm and
pronunciation of the language, helping you to sound more natural when speaking yourself.
One of the biggest issues foreign language learners have is adapting to various
accents. It is said that binge-watching series can help overcome this barrier. The most

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dramatic results come from binge-watching with subtitles, in the language of origin of the
show for intermediate and more advanced levels; and in the learner’s native language for
lower levels
Understanding the meaning of something also requires having a lexicon of words
at our fingertips and all the rules of “grammar and syntax” by which researchers can
understand what others are saying. This applies to visual components of communication,
where an understanding of body language helps comprehend what the other person means.
Watching a program matches personal interests procures enjoyment and induces the desire
to binge-watch, in turn improving language skills due to regular exposure.
Anime with English Subtitles can lead to Second Language Acquisitions
The authenticity and variedness of a language's vocabulary can be provided by the
utilization of animated films. Animations give students concrete examples of English
language vocabularies that are used in real – life situations or scenarios outside the four
corners of the classroom – specifically, interactive vocabularies. Likewise, students are
exposed to natural expressions and normal flow of speech especially if students are not
living with English–speaking people or surroundings. Perhaps, only animated films and
televisions provide students with real-life language input.
Theoretically speaking, using animations in learning is based on dual-coding
theory. Dual-coding theory asserts that language knowledge learning is more effective if
both visual and verbal channels are used in the process (Pavio, 2006). Besides, the five
senses of students are being addressed with the use of animation even considering its

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interactivity that contributes to the autonomous learning of students and makes learning
permanent. Animation also offers visual context to L2 students which makes animated
films useful as language teaching tools, for instance, students understand the full context
of the language to understand the film. Donaghy also states that animated films help student
to focus their attention and comprehend meanings by enabling them to look at the visual
clues such as facial expressions and gestures of the characters in the films and to listen to
the language used through verbal messages like dialogues.
Furthermore, the use of animations can be flexible for it makes language learning
suitable for L2 student that has different learning styles. This idea is referenced to Howard
Gardner‟s Theory of Multiple Intelligences which promotes equal attention not only to the
linguistic and logical-mathematical bits of intelligence of learners but also to other types
of intelligences such as naturalist, intrapersonal, interpersonal, musical, bodily-kinesthetic,
and spatial. Animations can solve the problem of students‟ having different styles and
strategy in learning a language such as students who are aural, visual, tactile and kinesthetic
learners, their demands can be met and accessed by using animations that are well–suited
to their learning style preference plus animations provide multiple modalities (Butler-
Pascoe & Wiburg, 2003).
Allowing various learning styles and strategies in learning a language like
multimedia particularly animations can be a factor in having high motivation levels in the
part of students in a positive way for the reason that they can find something attractive
(Kayaoglu, 2011). Additionally, a whole animated film can serve as a medium in enhancing

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students‟ macro skills: listening, speaking, reading, writing, and viewing and it can be a
springboard for different tasks in class such as discussions, debates, role plays, constructing
dialogues and summarizing text.
Language is an element that is acquired rather than learned and the subconscious
process is much more prominent in the case of language learning, as Chomsky (1960) states
that all humans are born with an innate knowledge of grammar that serves as the basis for
all language acquisition. In other words, for humans, language is a basic instinct. Therefore,
what can be deduced from the aforementioned quote by Noam Chomsky is that language
acquisition is an essential part of the complex process of human development and survival.
In addition to that, it is also important to mention that a language is intricately connected
with the process of its acquisition. As a result, the process of language acquisition is vitally
important for any language to exist and enhance human understanding of the world.
Recent research has been consistent regarding the positive effects of OV television
for L2 development (see Montero Perez Citation2022). However, mere extensive exposure
to audiovisual input is unlikely to be sufficient in itself for language learning to occur. It
has been found, for instance, that to process uncaptioned audiovisual input efficiently, L2
learners need to have high levels of working memory capacity (Pattemore and Muñoz
Citation2020). On the other hand, the addition of captions attenuates the limits in the
working memory capacity thus providing a necessary scaffold. A few studies have
provided robust evidence of an advantage of viewing OV media with captions rather than
without, for vocabulary, grammar, and speech processing (Montero Perez Citation2022).

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This advantage could be explained through input processing theories such as the 'subtitle
principle' (Mayer et al. Citation2020) that proposes that on-screen text provides L2 viewers
with an opportunity to revisit the language content if they are unable to fully process the
audio. This way, viewers would have a ‘backup option’ and their working memory would
not become overloaded. Rather than overloading the viewer’s cognitive capacity, captions
would maximize L2 learning from audiovisual input, as the three input sources balance
each other’s processing loads (Frumuselu et al. Citation2015).
There have been several studies addressing the potential of anime as a tool for
language
acquisition. Fukunaga’s (2006) study titled “Those ‘anime students’: Foreign
Language Literacy Development” served as a catalyst for this research as one of the first
studies to identify a shift in the demographics of learners in Japanese as a Foreign Language
(JFL) classroom. Previously, the majority of JFL students were studying Japanese as they
aimed to further their professional development. However, now an increasing number of
JFL students are studying Japanese because of their interest in anime. Thus, Fukunaga
created the label “those anime students.” Likewise, many scholars have claimed anime to
be a primary motivator for enrolling in JFL courses (Abe, 2009; Alsubaie & Alabbad, 2020;
Chan & Wong, 2017a, 2017b; Chan et al., 2017; Furo, 2009; Manion, 2005). In fact,
Fukunaga proposes “a cycle of anime students’ JFL learning”. First, anime viewers are
initially exposed to the Japanese language through anime.

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Second, this exposure is utilized as prior knowledge when entering the JFL
classroom and learning the language in a formal setting (2006, p. 215). Then, when
returning to anime, JFL learners can recognize more vocabulary, grammar, and language
features, reinforcing learned concepts. Finally, learners become cognizant of the subtitles
and are even capable of distinguishing between quality subtitles. These trends have
underscored the importance of empirical investigations of language acquisition through
viewing anime.
The motivation to learn a new language is an elusive construct (Chik, 2019). In
other words, a learner may be motivated to learn a new skill in a formal educational context
but fails to extend the learning process in an informal context or vice versa (Benson, 2015).
The word “motivation” has numerous definitions in extant literature. Dörnyei and Ushioda
(2011) confirm that motivation is related to “the choice of a particular action, the
persistence with it, and the effort expended on it.” In a general sense, a language learner
may choose a particular “action” from a great variety of options (e.g., using an anime series,
TV shows, or online network resources), which consequently impacts his or her
“persistence and effort” associated with that action (i.e., may extend or contract language
learning). Several studies in psychology have defined various kinds of motivation
including intrinsic vs. extrinsic, instrumental vs. integrative, and interactive (Deci & Ryan,
1985; Gardner & Lambert, 1972; Sade, 2003). However, these studies have divided
motivation into two separate linear dimensions: individually vs. socially oriented

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motivations, which cannot accommodate for the complexity of motivation in its current
state (Sade, 2011).
L2 motivation has evolved rapidly and undergone different theoretical phases since
the 1960s. Recent developments in SLA have examined motivation from a new
perspective, thereby leading to the emergence of three motivational theories that comprise
the nature of constant learning. These theories are developed not only to account for L2
learning but also to accommodate the learning of a third, foreign, additional, heritage,
global language, lingua franca (Note 1), or any basic language skills (Dörnyei & Ushioda,
2011).
Anime can lead to Language Enrichment
Using anime and movies to acquire or learn vocabulary has come into focus for
many learners and teachers of ESL these days. Furthermore, many researchers believe that
these anime and movies provide a context for the learners which helps them to acquire
more through direct experience. According to Danan (1992), viewers are more motivated
and eager to understand what is said through the context of anime and movies. Now,
learning vocabulary is considered significantly important as a skill while learning a second
language. Learning vocabulary makes the language adoptable in a short period especially
when it comes to the conscious process of learning. Nonetheless, the whole process takes
a lot of time for many learners. Knowing the process of gathering words in our mental
dictionary is helpful for language instructors when it comes to taking a certain path of
learning.

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As stated in the study by Palmes (2014), there was a big possibility that a student
could change his or her behavior by watching anime based on genre, specific time, and
frequency. The positive effects and benefits of watching anime are that it can help others
enhance their way of communication and their minds to be more imaginative and creative,
become conscious, gain passion, acquire good traits of the hero/heroine, and emulate the
characteristics of their favorite anime. On the other hand, it could still influence them
resulting in bad attitudes which are the negative effects.
Watching Japanese anime series in English offers a multifaceted approach to
language improvement. The exposure to diverse vocabulary, varied pronunciation, and
nuanced content can collectively contribute to a more comprehensive and nuanced
understanding of the English language.
There is significant difference wherein students who have exposure to Japanese animated
films with English subtitles performed better in vocabulary and reading comprehension as
compared to those who did not.
Theoretical Framework
Mayer and Moreno’s (1999) Cognitive Theory of Multimedia Learning states that
deeper learning can occur when information is presented in both text and graphics than by

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text alone. The theory of Multimedia Learning hinges on the presumption that there are
two channels for learning: auditory and visual. These channels are both used to process
information into working memory. This theory is predicated on the theories of cognitive
load and information processing. Cognitive load occurs when extraneous information
completes the processing capabilities of the working memory and therefore interferes with
the learning process. Information processing theory states that information people learn
passes through stages in our memory via a series of processes that allow it to be retained
in long-term memory. Multimedia learning theory is based on the idea that when using
multimedia, it is important to reduce cognitive load and therefore improve the information-
processing capabilities of our memory. Mayer and Moreno (2003) state: “A major
challenge for instructional designers is that meaningful learning can require a heavy
amount of essential cognitive processing, but the cognitive resources of the learner’s
information processing system are severely limited. Therefore, multimedia instruction
should be designed in ways that minimize any unnecessary cognitive load”
Conceptual Framework
The effects of multimedia learning material on students’ academic achievement and
attitudes towards science courses
This research investigated the impact of multimedia learning materials on 5th-grade
students' academic achievement and attitudes toward science courses, focusing on the topic
of "Food and Healthy Nutrition." Employing a pre-test-post-test quasi experimental design,

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a control group, and a convenience sample of 62 students, the study utilized an achievement
test and a science attitude scale as research instruments. The experimental group engaged
with multimedia learning materials, while the control group followed traditional teaching
methods. Analysis through independent-samples t-test, paired-samples t-test, and
ANCOVA revealed significant differences in post-test achievement scores between the
experimental and control groups, with the former performing better. Gender-wise, females
outperformed males in post-test scores. Additionally, there was a significant divergence in
science attitude post-test scores between the experimental and control groups. In summary,
the findings suggest that multimedia learning enhances science education effectiveness.

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SOCIO-
DEMOGRAPHIC
PROFILE
• Age
• SUMMARY PERCIEVED IMPACT
• Sex
• CONCLUSION OF ANIME BINGE-
• Family Monthly
• RECOMMEND WATCHING WITH
Income
ATION ENGLISH SUBTILES
• No. of hours
watching Anime
with English
subtitles
Figure 1 Research Paradigm

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Figure 1 shows the research paradigm of this study. The purpose of this study is to
evaluate second-year BEEd students' vocabulary enrichment by watching anime with
English subtitles. The researchers collected data from respondents to assess the relationship
of the respondents' socio-demographic profile, including the number of hours, on the
vocabulary enrichment of second-year BEEd students through watching anime with
English subtitles on anime sites in terms of proficiency: perceived impact of Anime binge-
watching with English subtitles.
According to this study, students in NEUST-MGT enrich their vocabulary. The
increase in vocabulary is potentially attributed to their engagement with anime websites
such as Anime. As a result of this research, a new hypothesis about vocabulary can be
established. In particular, this paper answered the following questions:
Statement of the Problem
1. How may the profile of the respondents be described in terms of:
1.1.age;
1.2.sex;
1.3. family monthly income; and
1.4.no. of an hour watching anime with English subtitles?
2. How may the perceived impact of watching Anime be developed describe in terms of:
3. Is there a significant relationship between the no. of hours and the perceived impact of
Anime binge-watching with English subtitles?

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Statement of the Hypothesis
There is no significant relationship between the no. of hours watching Anime with
English subtitles and the respondent's vocabulary enrichment.
Scope and Delimitations
This investigation uncovered educational shifts in today's internet age. This article
investigates binge-watching of Anime with English subtitles. This researchers believes that
new theories and instructional approaches emerged over time that embrace distinctive
viewing behaviors like anime sites.
The assessment was especially concerned with the effects of binge-watching Anime
with English subtitles on anime sites among Filipino young people, specifically NEUST-
MGT college students. The study is focused with how binge-watching with English
subtitles affects the student's vocabulary development.
This project's official conduct was limited to Pag-asa District Talavera, Nueva
Ecija, during the first semester of the academic year 2023-2024, and it was completed
during the second semester of the same academic year.
Significance of the Study
This study aims to determine the perceived impact of Anime binge-watching with
English subtitles on Vocabulary Enrichment. Several sectors benefit from the study,
including the following:

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To Students. The results of this study may provide further information regarding how
students' vocabulary grows when they watch anime with English subtitles, which can be
helpful for them in deciding whether or not to use it. This can support the use of and give
students a customized, dynamic learning experience.
To Teachers. Teachers may find this study valuable, as it mayprovide them with insights
into how their vocabulary is developing. It can also tell them that language skills can be
improved by watching anime with English subtitles
To Parents. The findings of this study should help parents become more conscious of how
watching binge-worthy content with English subtitles affects their kids' vocabulary
development. With the advantages of anime viewing, parents may successfully assist their
children in their adventures.
To Administrators. This study may provide some insight into how students on campus
view the effects of binge-watching anime with English subtitles on their vocabulary
development. To address the various requirements of their students, school administrators
can investigate the possibilities of these tools.
To Future Researchers. If more people are ready to look into the effects of binge-
watching anime, this study may provide a solid foundation. This study might be used in
the future as a resource for anyone who wants to delve deeper into similar subjects.

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Definition of Terms
For the reader's benefit, the following terminology have been defined both
theoretically and operationally:
Anime binge-watching- For this research, anime binge-watching refers to the prolonged
and frequent viewing of Japanese animated television series or films with English subtitles
by Bachelor of Elementary Education (BEED) students, beyond typical or moderate
viewing habits, often involving consecutive episodes or extended viewing sessions.
English subtitles- refer to the written text displayed on the screen while watching anime,
providing a translation of the dialogue spoken in Japanese into English. In the context of
this research, participants engaged in binge-watching anime with English subtitles,
implying that they watched anime content with English text captions accompanying the
Japanese audio, facilitating comprehension and language learning.
Perceived impact- in this research context refers to the subjective beliefs, attitudes, and
opinions of the participants regarding the influence of binge-watching anime with English
subtitles on their vocabulary enrichment. This includes their interpretations and
assessments of how watching anime has affected their vocabulary acquisition and
development, as self-reported by the participants in the study.
Vocabulary enrichment- refers to the process of enhancing and expanding one's
vocabulary, typically by learning new words, phrases, and expressions. In the context of
this research, vocabulary enrichment specifically pertains to the improvement or expansion

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of participants' vocabulary as a result of binge-watching anime with English subtitles. This
may involve the acquisition of new vocabulary items, the strengthening of existing
vocabulary knowledge, and the development of a deeper understanding of language usage
within the anime context.

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CHAPTER II
RESEARCH METHODOLOGY
This chapter discusses and describes the methods and procedures to be used in the
study. It covers research design, research locale, respondents of the study, sample and
sampling procedures, data gathering instrument, construction, and administration of
instrument, validation of questionnaire, data collection procedures, research instrument,
statistical treatment of data, and ethical considerations.
Research Design
Ary (2010) posits that research design serves as the researchers’ blueprint for
comprehending a specific group or phenomenon within its contextual framework.
Accordingly, the research design for this study adopts a descriptive approach, employing
a mixed-methods strategy. In quantitative methods research, the process involves the
collection, analysis, and quantitative research methodologies within a single study, offering
a holistic understanding of the research problem. To effectively implement this design, a
comprehensive grasp of both quantitative and qualitative research methods is imperative
(Ary, 2010).
Descriptive research, as elucidated by Gay (1992: 217), involves the systematic
collection of data to test hypotheses or address questions related to the current state of the
subject under study. McCombes (2022) further emphasizes that descriptive research aims

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to meticulously portray a population, situation, or phenomenon, answering questions
related to what, where, when, and how, though not delving into the realm of why.
Survey research design emerges as the most prevalent and efficient methodology
for collecting pertinent data. Surveys, being a subset of descriptive research, enable the
systematic gathering of responses and feedback. In line with the focus of this study on the
Perceived Impact of Anime binge-watching with English subtitles on Vocabulary
Enrichment, the descriptive research method is deemed most fitting. The research involved
selecting a subset of qualified respondents from the population, specifically second-year
students pursuing a Bachelor of Elementary Education at Nueva Ecija University of
Science and Technology – Municipal Government of Talavera for the Academic Year 2022
– 2023.
To collect data, the researchers employed a structured questionnaire designed to
elicit responses relevant to the study's objectives. This survey instrument was administered
to the identified subset of participants, aiming to garner honest and insightful feedback on
the perceived impact of anime binge-watching on vocabulary enrichment.
Research Locale
The Nueva Ecija University Science and Technology Talavera Campus Academic
Extended Venue in Cabanatuan City hosted this study. It runs alongside Talavera National
High School, which is located on Diaz Street in Pag-asa, Talavera Nueva Ecija.

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The school opened on June 8, 2010, with 223 students; it was an extension of
NEUST's mother campus. Mr. Jose M. Pancho, finance officer; Mr. Jose DL. Emana,
registrar; Mrs. Wilma S. Bernabe, secretary/clerk; Mrs. Leonora Valdez, record keeper;
Mr. Rommel Castillo, encoder; and security guards and administrative aides, Mr.
RodelioMaliwat (2008), Mr. Peter Buenaventura, Mrs. Melanie Buenaventura, Mr. Arnel
Balde
An extension campus built in 2008 with the support of Mr. Nerito L. Santos, the
previous Mayor of Talavera. Mr. Santos has seen that there are many promising young
people who want to study but are unable to do so owing to financial constraints. Mr.
Martinez's affection and attention gave the youngsters a new feeling of hope and an
opportunity to accomplish their dreams.
Students are thus referred to as "scholar ng bayan." Furthermore, in recent years,
the job has been passed down to his daughter, Mayor Nerivi Santos Martinez, who will
continue the project until tertiary education in public colleges is free. Bachelor of
Elementary Education, Bachelor of Science in Business Administration, and Bachelor of
Science in Information Technology are among the undergraduate degrees offered by Nueva
Ecija University of Science and Technology Municipal Government of Talavera.
The mentioned institution was chosen so that the researchers could perform the
study and measure the development the vocabulary of students by watching Anime on
Anime sites.

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Figure 2:Map of Nueva Ecija University of Science and Technology Municipal
Government of Talavera

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Respondents of the Study
This study focuses on the perceived impact of anime binge-watching with English
subtitles to the vocabulary enrichment of the second year of Bachelor of Elementary
Education (BEEd) from NEUST – MGT during the Academic Year 2023 – 2024.
The master list of the students was provided by the school registrar. In that list, one
hundred forty-two (142) students were enrolled as second-year BEEd students. The
researchers used purposive sampling. Through the pre-survey ninety-eight (98) students
became the respondents in gathering the data.
The total population of the selected year level is one hundred forty-two (142). The
researchers used purposive sampling to determine the qualified respondents to participate
in the study. Based on the pre-survey, 25 students are the selected respondents from Section
A, 16 students from Section B, 23 from Section C and 34 students from section D with a
total of ninety-eight (98) students in second year BEEd. These students were asked about
their perceived impact of binge-watching of anime with English subtitles to vocabulary
development using the survey questionnaire
Sample and Sampling Procedure
The researchers conducted a pre-survey for NEUST students in order to find the
respondents who are qualified in this study. The respondents are students who have been
watching Anime with English subtitles. This procedure is called purposive sampling.

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Purposive sampling is a technique used in qualitative research to select a specific
group of individuals or units for analysis. Participants are chosen “on purpose,” not
randomly.
Purposive sampling, often referred to as judgment, selective, or subjective
sampling, is a sampling approach where the researchers uses personal judgment to select
respondents from the population. It is a non-probability sampling technique. It takes place
when the researchers selects based on their judgment. Researchers believe that by applying
good judgment and obtaining a representative sample, they may have accurate results and
it may save time and money.
Data Gathering Procedures
1. The researchers sought approval from the Nueva Ecija University of Science and
Technology administrator to conduct a study involving BEEd third-year college students
at NEUST Talavera-Off Campus. Before the study, a pre-survey was conducted to identify
eligible respondents.
2. Upon approval, the researchers submitted the application letter to the NEUST Talavera-
Off Campus school administration and teachers.
3. Before data gathering, the researchers obtained consent from the respondents, ensuring
the confidentiality of their personal information, while only necessary data for the study
was disclosed.

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4. The researchers emphasized the importance of honesty among respondents to ensure the
accuracy of the answers during the explanation phase.
5. Respondents then proceed to complete the questionnaires provided by the researchers.
Construction and Administration of the Instruments
To create a better survey questionnaire, the adviser assigned worked together with the
researchers.
1. The researchers created questions aligned with the title and the statement of the
problem.
2. The instruments that the researchers used were a survey questionnaire and pre-test
and post-test.
3. The content of the questionnaire was checked and validated by the research adviser.
4. The researchers are conducting a pilot testing of the questionnaire on the first-year level
BEEd students.
5. All the necessary changes on the questionnaire were applied after the pilot testing
Validations of Questionnaires
1. The researchers surveyed the socio-demographic profile of the respondents. The
researchers prepared questions via questionnaire which the respondents answered.

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2. The prepared questions by the researchers were answered through a survey
questionnaire. After that, the researchers used descriptive statistics to assess all the answers
of respondents about the perceived impact of binge-watching anime with English subtitles
to vocabulary development.
3. To fill in the standard form of a questionnaire, the comments of the consultant, the
recommendations were directed towards the final instrument.
Research Instruments
Creating a suitable instrument is essential for performing a productive research study. To
use and further arrange this research, the researchers employ the following tools:
Questionnaire
A questionnaire, as defined by Cresswell (2011, p. 382), is a survey form that
allows study participants to select possible answers before a scale is applied. The
respondents were required to choose the option on the scale that best expressed their
thoughts or beliefs regarding the given statement.
Data collection refers to the process of gathering information from a sample of
people based on their responses to survey questions. This form of research survey provides
numerous alternatives for participant recruiting, data gathering, and instrumentation. This
sort of sociological research collects data on people's thoughts and behaviors through
statistical or question-based surveys (Check and Schutt, 2012).

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Names, gender, age, year, family monthly income and the time of day that one
watches anime are examples of profile variables
STATISTICAL TREATMENT OF DATA
In order to facilitate the accuracy and reliability of interpretations of data, the
following statistical tools were used: Pearson R, frequency, percentage, and weighted
mean.
Through the use of survey questionnaires, the data was collected. To create the
results and discussion of the data gathered, it was necessary to add up, tabulate, compute,
and organize the frequency of the percentage system for each item.
Pearson’s Correlation coefficient is the test statistic that measures the statistical
relationship, or association, between two continuous variables. It is known as the best
method of measuring the association, correlation, as well as the direction of the
relationship.
Percentage (P) was computed to determine the proportion of a part to a whole such
as the given number of respondents in relation to the entire population.
The weighted mean is used to describe the degree of respondents’ responses. The
formula of the extraction of the weighted mean is as follows:

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Weighted Mean (WM) refers to the overall average of responses/perception of the
respondents. It is the sum of the product of the frequency of the responses.The numerical
value of its item was determined by the following formula used by Barrientos Tan (2006)
Weighted Mean, Scale and Verbal Interpretation in the Questionnaire
The degree of responses of the respondents to the rating scale is categorized as follows:
WEIGHTED MEAN SCALE VERBAL INTERPRETATION
3.25 - 4.00 4 Highly Applied
2.50 - 3.24 3 Moderately Applied
1.75 - 2.49 2 Slightly Applied
1.00 - 1.74 1 No application at all
Table 1: Weighted Mean, Scale and Verbal Interpretation in the Questionnaire
In this study, the researchers utilize Pearson Correlation to examine the relationship
between the profile of BEEd Second Year Students and intra-formal second-language
learning while watching Anime on Anime sites.

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Ethical Considerations
Voluntary Participation
Voluntary participation is protected as an ethical idea by international law and
numerous scientific principles of behavior. Respondents to this study are free to choose
whether or not to participate without any pressure or compulsion. Every responder has the
option to withdraw from the study at any moment without feeling obligated to do so. There
is no requirement that respondents provide a reason for leaving the study. It is critical to
emphasize to participants that declining to participate has no negative consequences.
Informed Consent
All potential responders in this study received and comprehended all of the
information they required to decide whether or not to participate. This section contains
information on the study's benefits, dangers, funding, and institutional approval.
Informed consent information could include the following:
• The research's objective
• The benefits and drawbacks of joining
• The length of the study
• The researchers’ and the school's chief administrator's names and contact
information.

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Furthermore, the researchers remind the respondents that the information they
supply was kept private and that they may withdraw from the survey at any moment for
any reason. They can also choose not to participate by contacting researchers or the school
administrator.
Confidentiality
All respondents have a right to privacy; thus researchers must safeguard their
personal information for as long as it is stored or used. Protecting data from unauthorized
access, use, disclosure, alteration, loss, or theft is part of the ethical obligation of
confidentiality. The integrity of the research endeavor and the trusting relationship between
researchers and respondents are dependent on the confidentiality commitment being met.

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CHAPTER III
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the result, analysis, and interpretation of data from the
current study entitled “The perceived impact of binge-watching Anime with English
subtitles to vocabulary development. The results are presented and discussed based on
the sequence of the problem in the statement of the problem.
1. Socio-Demographic Profile of the Respondents
The initial statement of the problem posted in Chapter 1 dealt with the profile
of the respondents in terms of age, sex, family monthly income, and number of hour
watching Anime with English subtitles.
TABLE 1
Age of the Respondents
Age Frequency Percent
19-21 92 94%
22-24 3 3%
25 and above 3 3%
Total 98 100%

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Table 1 shows the age of the respondents. As shown in the table, the respondents
who were 19-21 years old 92 or 93.87 percent is the highest. However, there was only 3 or
3.06 percent of the respondents who were 25 years old and above is the lowest. All in all,
there were 98 respondents in total.
The data shows that most respondents are in 19-21 years old with a frequency of 92
or 93.87 percent.
According to the findings of Jayvee Cuerdo Cebu's study on the self-efficacy of
Filipino college students about demographics (2023), a significant portion of second-year
college students fall within the age range of 18 to 20 years old. This aligns with previous
research by Brown and Jones as well as Smith et al. (2016), which suggests that third-year
university students typically range from 19 to 21 years old. This age distribution reflects
the conventional progression of students from secondary to tertiary education.
Republic Act 10533, also known as the "Enhanced Basic Education Act of 2013,"
stipulates that kindergarten pupils should be five years old upon enrollment, while students
in grade twelve should generally be aged 17 to 18. Consequently, college-bound students
are typically 18 years old or older. The majority of first-year college students are thus 18
or younger, while second and third-year students, constituting the largest student cohort,
predominantly fall within the 19–21 age bracket. This elucidates the prevalence of
respondents aged between 19 and 21 in the study.

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TABLE 2
Sex of the Respondents
Sex Frequency Percent
Male 37 38%
Female 61 62%
Total 98 100%
Table 2 presents the distribution of respondents by gender. It indicates that out of
98 respondents, 61 were female, accounting for 62 percent, while there were 37 male
respondents, making up 37 percent. There were 98 respondents in total.
In brief, the data in the table implies that the female-dominated the number of the
respondents.
According to the study of Sun et al, (2020) it has shown that females are more
inclined to use support forums and to reply to surveys compared to men. Based also on the
list given by the Registrar's Office at NEUST-MGT, since the number of female registrants
is larger than the number of male enrollees, there are more female respondents than male
respondents.

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TABLE 3
Family Monthly Income of the Respondents

Family Monthly Income Frequency Percent
1,000-5,0000 38 39%
5,000-10,000 24 24%
10,000-15,000 32 33%
15,000 and above 4 4%
Total 98 100%
Table 3 presents the respondents according to their monthly household income.
Details regarding the monthly income distribution of the 98 families included in the study.
According to the data, 38 respondents, or 39%, indicated that their monthly incomes were
highest when they were between 1,000 and 5,000 pesos. Additionally, the respondents (4,
or 4% of the total) stated that the lowest family incomes were above 15,000 pesos.

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TABLE 4
No. of hours of watching Anime with English subtitles of the Respondents
No. of hour watching Frequency Percent

Anime with English
subtitles
1-2 hrs 54 55%
3-4 hrs 26 27%
5 hrs and above 18 18%
Total 98 100%
The data presented provides insight into the viewing patterns of a sample group of
anime with English subtitles, as measured by the number of hours spent watching. Most
respondents with a frequency of 54 and 55.10 percent of the overall sample said they
watched anime for 1 to 2 hours. The overall sample said they watched anime for 5 hours
and above in the 'Other' group, indicating various viewing patterns outside of the defined
time spans. This data shows a wide range of viewing durations among respondents,
demonstrating preferences across different time intervals. Overall, it reveals the significant

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interest and involvement with anime material among the studied population, providing vital
data for content developers and distributors in the anime sector.
Furthermore, the number of hours may affect the language acquisition of the
respondents as it determines how long they have been exposed to watching more than one
episode. As stated in the study of Alm (2021), the trend to watch several episodes or even
entire seasons at once is driven by Netflix, as entire seasons are released at once, instead
of daily or weekly episodes, as was customary with traditional TV series. In addition, the
auto-play feature, which automatically progresses from one to the next episode, encourages
viewers to keep watching. It is therefore not surprising that most participants watched more
than one episode at a time, and ended up watching more than the assigned three episodes
2. Vocabulary Development of the Respondents
Table 5
Benefits of Watching Anime to the Vocabulary Development
Perceived Impact of Anime binge-watching Mean Verbal
Interpretation
In Anime binge-watching, I…
1. Believe that watching helps me remember 3.17 Moderately Applied
vocabulary acquisition in other contexts, such as
academic performance.
2. Anime binge-watching improved my academic 3.11

Moderately Applied
performance.

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3. Expand my vocabulary after warching through 2.97 Moderately Applied
listing new words.
4. Motivated to learn new words so I can applied it in

3.05
Moderately Applied
my everyday life.
5. Find myself integrating new words to my 2.96

Moderately Applied
academic tastk and activity
6. Expose myself learning new vocabulary

2.95 Moderately Applied
7. Applied the vocabulary acquisition in essay 2.92 Moderately Applied
writing
2.72
8. Utilize new learning in my recitation Moderately Applied
9. Used new words from watching in my social

2.95
Moderately Applied
media posting
10. Find myself enjoying learning vocabulary 3.03 Moderately Applied
acquisition

11. Express myself learning new words
2.83
12. Conclude that watching contribute to my Moderately Applied
vocabulary acquisition
13. Find myself confident to used new words from 2.61

Moderately Applied
watching
14. Improving my language skills to communicate

foreign people

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15. Used to correct my improper grammar 2.91
16. Enhance my creativity and my visualization
Moderately Applied
2.68
17. Learn to enhance my critical thinking skills Moderately Applied
through lesson from watching
18. Easily understand the question in exam because I 2.95
encountered the unfamiliar words Moderately Applied

2.58
19. Eagerness to understand the high falutin words
Moderately Applied
20. Used to help others to understand unfamiliar words 2.59
Moderately Applied
AVERAGE WEIGHTED MEAN

2.87
Moderately Applied
Table 6 illustrates the perceived impact of binge-watching of Anime with English
subtitles in terms of benefits of watching anime with English subtitles. Based on the results,
item “Believe that watching helps me remember vocabulary acquisition in other contexts,
such as academic performance.” attained the highest weighted mean of 3.17 and interpreted
as "Moderately Applied" while item 14, "Improving my language skills to communicate
foreign people" obtained the lowest weighted mean of 2.55 and can be interpreted as
"Moderately Applied".

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As seen in the result, it can be interpreted that the perceived impact of binge-
watching of Anime with English subtitles in terms of benefits of watching anime with
English subtitles of the respondents acquired an average weighted mean of 3.17 and can
be interpreted as "Moderately Applied".
Moreover, the table clearly infers that watching Anime with English subtitles helps
them to develop vocabulary in terms of benefits of watching Anime with English subtitles.
Table 6
Correlational Analysis Between the Profile of the Respondents and

the Impact of Binge- watching Anime with Subtitle to Vocabulary
Profile Variables Impact of Binge-Watching Anime

Benefits of watching Anime with
English subtitles
Age Correlation Coefficient -.046

Sig. (2-tailed) .652
N 98
Sex Correlation Coefficient -.185
N 98
Income Correlation Coefficient -.198
N 98
Hours Correlation Coefficient -.071
N 98
Legend: ** - Correlation is significant at 0.01 level (2-

tailed)

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Table 6 shows the correlational analysis between the profile of the
respondents and the impact of binge-watching anime with subtitles on vocabulary.
As shown, sex is highly negatively correlated to the challenges of watching anime
with English subtitles by having a correlation coefficient of -.318 with a
significance or p-value of .001. It means that female respondents were more
consistent with the impact of binge-watching anime in terms of the perceived
impact of Anime binge-watching with English subtitles. It implies their preference
for certain genres and storytelling styles, their language proficiency, and simply
their dedication and focus during the challenge.
Overall, there was a limited correlation between the profile of the
respondents and the impact of anime binge-watching with subtitles on
vocabulary. Thus, the null hypothesis, “There is no significant relationship
between the profile of the respondents and their impact of anime binge-watching
with subtitle to vocabulary.” was not rejected. It implies that, generally, the
impact of binge-watching anime with subtitle to the vocabulary of the
respondents had nothing to do with their profile.
On the relationship between the socio-demographic of the second-year
students of the Bachelor of Elementary Education (BEED) and their vocabulary
enrichment, results showed that the sociodemographic profile of the second-year
students of the Bachelor of Elementary Education at Nueva Ecija University of
Science and Technology school has no direct relationship to their vocabulary

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enrichment. It showed that no matter what, the profile of the students has no direct
relationship to the vocabulary enrichment of the students. This also means that
the vocabulary enrichment of the students depends mainly on their eagerness to
learn. It showed that binge-watching anime with English subtitles has nothing to
do with the status of their enrichment.

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CHAPTER IV
SUMMARY, CONCLUSIONS, AND RECOMMENDATION
The study's summary is given in this chapter. It outlines the research question, the
participants, the methodologies, and the conclusion from the findings. It also offered
suggestions that other academics should follow up on, given their primary focus is the
apparent effect of binge-watching English-subtitled anime on vocabulary enrichment.
Summary
This study attempted to determine the perceived impact of anime binge-watching
with English subtitles on the Vocabulary enrichment of BEED students in NEUST-MGT.
The data were gathered from 98 BEED students on the second-year level. To determine the
total number of respondents, the purposive sampling procedure was employed. The
researchers conducted a pre-survey to determine the qualified respondents. A descriptive
method of research was also applied in this study.
The perceived impact of anime binge-watching with English subtitles to
Vocabulary enrichment was dealt with in terms of: How does binge-watching anime
contribute to students' vocabulary enrichment and what impact does binge-watching anime
have on the lives of viewers.

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The results were statistically analyzed using descriptive statistics such as mean,
percentage, and inferential statistical methods such as the Pearson R correlation analysis
which is used to test the relationships between the personal profile of the respondents and
perceived impact of binge-watching of Anime with English subtitles of the respondents.
Summary of Findings
The findings of the study were presented sequentially:
1. Socio-demographic Profile of the Respondents
1.1 Age
The age level with the highest frequency of 92 was within the age bracket of 19 to
21 years old and had a percentage of 93.8 percent.
1.2 Sex
The majority of respondents who were female comprised of 61 or 62.24 percent
however, there was only 37 or 137.76 percent of male respondents. There were 98 in total.
1.3 Family Monthly Income
The majority of respondents said that their monthly income ranges from 1,000 to
5,000, with a total of 38 respondents or 38.80 percent
1.4 No. of hour watching Anime
The majority of the respondents consumed 1-2 hours in watching anime with English
subtitles and had a percentage of 55.10 percent.
2. Perceived Impact of Anime binge-watching with English subtitles to the
Vocabulary Enrichment

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Using a verbal interpretation of "moderately applied," the greatest weighted mean
of 3.17 was attained by the respondents who acknowledged that watching anime had
aided in the enrichment of their vocabulary. Respondents scored 2.55, with a verbal
interpretation of moderately applied, indicating that they are aware that watching anime
may impede the growth of their vocabulary.
3. Significant relationship between watching Anime with English subtitles
and Vocabulary Enrichment of the respondents.
There is no significant relationship between watching anime with English subtitles
and their vocabulary enrichment. Therefore, the null hypothesis which stated that there was
no significant relationship between watching Anime with English subtitles and Vocabulary
enrichment of the respondents is not rejected.
Conclusion
1.The results of this study make it clear that the respondents' sociodemographic
profile had a major impact on how engaged they were with binge-watching anime with
English subtitles and how much of an impact they thought it had on vocabulary
enrichment. To begin with, a significant proportion of respondents were between the ages
of 19 and 21, suggesting that young adults were well-represented in our sample.
Furthermore, a greater percentage of female respondents than male respondents was
found, indicating the possibility of gender variations in anime watching preferences.

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Furthermore, the information showed that a sizable portion of the respondents were from
households earning between 1,000 and 5,000 pesos per month. The availability of
resources for language acquisition outside of anime viewing may be impacted by this
socioeconomic issue. Regarding watching habits, the majority of participants stated that
they watched anime with English subtitles for one to two hours.
2.This moderate degree of engagement points to a well-rounded method of
information consumption, which might permit active vocabulary assimilation.
Additionally, respondents' perceptions of how anime binge-watching affected their
vocabulary enrichment differed. Although most people agreed that it had a favorable
impact, several people were worried about possible obstacles to vocabulary expansion.
This nuanced viewpoint emphasizes the intricate connection between media use and
language acquisition.
3. In conclusion, this research offers significant perspectives on the interaction of
sociodemographic variables, viewing preferences, and the perceived influence of binge-
watching anime with English subtitles on vocabulary expansion. To further understand
these dynamics and develop focused language acquisition strategies, more study is
necessary.
Recommendations
Based on the aforementioned findings and conclusions, the following
recommendations are hereby offered:

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1. To improve vocabulary acquisition, encourage BEED students to investigate
a range of anime genres and styles. Students' language abilities can be enhanced by
exposure to a wider variety of terminology in diverse contexts, which can be achieved
through broadening their viewing content.
2. Provide applications or interactive learning resources that enhance the
viewing experience of anime with English subtitles. Features like word games, vocabulary
tests, and interactive subtitles are a few examples of these technologies that let students
actively participate with the language material while watching anime.
3. Provide additional tools to assist BEED students in their language learning
journey, such as study aids, online forums, or lists of vocabulary. These materials can
support vocabulary development outside of anime binge-watching sessions by offering
more context, explanations, and discussion starters.
4. Include in BEED curriculum or language courses efficient ways for learning
languages, such as mnemonic devices, contextual learning, and spaced repetition. By using
these techniques, students can enhance their vocabulary application and retention while
also reaping the rewards of binge-watching anime with English subtitles.
5. Students in BEED should be encouraged to critically evaluate their
experiences learning a language and their viewing habits of anime. Encourage students to
think about the benefits, drawbacks, and effects of binge-watching anime with English
subtitles on vocabulary acquisition through conversations or reflection exercises. This
helped them build a deeper knowledge of the learning process.

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By putting these suggestions into practice, teachers and language professionals
can assist BEED students in using anime binge-watching with English subtitles as an
effective way to expand vocabulary and improve language skills.

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APPENDIX A
REQUEST LETTER FOR VALIDATION
MYLENE F. DE GUZMAN, LPT, MAED

Instructor
Dear Sir/Ma’am:
Good day.
We, the undersigned, are 3-A pursuing a degree in Bachelor of Elemnetary Education and are
currently enrolled in Research in Education 2:I Undergraduate Thesis.
This is to humbly request your service and expertise to serve as an INSTRUMENT VALIDATOR
for our thesis entitled The Perceived Impact of Anime Binge-watching with English
Subtitles to the Vocabulary Enrichment of . We believe that your knowledge and insights
will be valuable and will greatly enrich our work. Attached herein is the copy of our Research
Proposal/Concept Paper, Survey Questionnaire and Interview Protocols for your perusal.
Thank you for your consideration and we hope you will be able to fulfill our request.
Sincerely yours,
Dela Cruz, Patricia Mae J.

Villanueva Rose Ann L.
Octavio Francis Adrian B.
Researchers

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APPENDIX B
LETTER FOR PRINCIPAL AND CAMPUS ADMIN
ERICSON L. NEPOMUCENO
BEEd Program Head
Dear Sir,
We are writing to request permission to conduct a pilot survey titled “THE PERCEIVED
IMPACT OF ANIME BINGE-WATCHING WITH ENGLISH SUBTITLES TO THE
VOCABULARY ENRICHMENT” at Nueva Ecija University of Science and Technology-
Municipal Government of Talavera (NEUST-MGT). This survey aims to gather insights on the
perceived impact of watching anime with English subtitles on the vocabulary enrichment of 2nd-
year BEED students. Your approval for this initiative would be greatly appreciated.
The pilot phase will assess question clarity and participation ease. We assure
confidentiality and will use data solely for improvement purposes.
Thank you for your consideration.
Sincerely yours,
Dela Cruz, Patricia Mae J.

Villanueva Rose Ann L.
Octavio Francis Adrian B.
Researchers

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APPENDIX C
Letter to the Respondents
BEED STUDENTS
NEUST-MGT
Pag-asa District Talavera, Nueva Ecija
Dear Respondent,
Greetings!
The undersigned are presently undertaking research “The Perceived Impact of Anime
Binge-watching with English Subtitles to the Vocabulary Enrichment” leading to
the Degree of Bachelors of Elementary Education - Major in General Education.
In line with this, we are soliciting your valuable assistance by answering the attached
questionnaire sincerely and accurately. We assure you that your responses will be treated
with outmost confidentiality.
Thank you very much for your support and cooperation.
Respectfully yours,
PATRICIA MAE J. DELA CRUZ
ROSE ANN L. VILLANUEVA
FRANCIS ADRIAN B. OCTAVIO
Recommending approval

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MYLENE F. DE GUZMAN MYLENE F. DE GUZMAN

Research Instructor Research Adviser

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APPENDIX D
QUESTIONNAIRE
“THE PERCEIVED IMPACT OF ANIME BINGE-WATCHING WITH ENGLISH
Dear students,
We are the students’ researchers from Nueva Ecija University of Science and
Technology. As part of the curriculum we are required to do a survey on“THE
PERCEIVED IMPACT OF ANIME BINGE-WATCHING WITH ENGLISH
This survey contains 20 questions for perceived impact of anime binge-watching
with English subtitles to the vocabulary enrichment. All the responses given by you will
be kept confidential and used for academic purposes only.
I. Socio-demographics Profile
Name: __________________ (optional)
Sex: Male Female
Age: 18 and below 19-21
22-24 25 and above
Family Monthly Income:

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₱1,000-₱5,000 ₱10,000-₱15,000
₱ 5,000-₱10,000 Other (specify): _______
No. of hours of watching Anime with English subtitles:
1hour- 2hours
2hours- 3hours Other (specify): ______
II. Questions
Direction: Answer the questionnaire honestly by checking (√) the
appropriate application by watching Anime with subtitles into English
language.
4- Highly Applied
3- Moderately Applied
2- Slightly Applied
1- No Application at All
Percieved Impact of Anime binge-watching 4 3 2 1

with English subtitles

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1. Believe that watching helps me remember
vocabulary acquisition in other contexts, such as
academic performance.
2. Anime binge-watching improved my

academic performance
3. Expand my vocabulary after watching
through listing new words.
4. Motivated to learn new words so I can
applied it in my everyday life.
5. Find myself integrating new words to my
academic task and activity.
6. Expose myself learning new vocabulary.
7. Applied the vocabulary acquisition in essay
writing.
8. Utilize new learning in my recitation.
9. Used new words from watching in my social
media posting.

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10. Find myself enjoying learning vocabulary
acquisition.
11. Express myself learning new words.
12. Conclude that watching contribute to my
vocabulary acquisition.
13. Find myself confident to used new words
from watching.
14 Improving my language skills to communicate
foreign people
15. Used to correct my improper grammar.
16. Enhance my creativity and my visualization
17. Learn to enhance my critical thinking skills
through lesson from watching.
18. Easily understand the question in exam
because I encountered the unfamiliar words
19. Eagerness to understand the high falutin
words
20. Used to help others to understand unfamiliar
words.

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APPENDIX E:
Sample of Encoded date

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Appendix E
Documentation

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Appendix F
Documentation

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Appendix G
Request to English Critic
MYLENE F. DE GUZMAN, MAED, LPT
Instructor, NEUST- Talavera Off-Campus
Dear Sir/Ma’am:
Good day.
We, the undersigned, are 3rd Year pursuing a degree in Bachelor of Elementary
Education and are currently enrolled in EED 20 Research in Education: Undergraduate
Thesis.
This is to humbly request your service and expertise to serve as a LANGUAGE EDITOR
for our thesis entitled: The Perceived Impact of Anime Binge-watching with English
Subtitles to the Vocabulary Enrichment. We believe that your knowledge and
expertise will be valuable and will greatly enrich our work. Attached herein is the copy of
our Research Proposal/Concept Paper for your perusal.
Sincerely yours,
DELA CRUZ, PATRICIA MAE J.
VILLANUEVA, ROSE ANN L.
OCTAVIO, FRANCIS ADRIAN B.
Researchers

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Acceptance Letter
MARCIANA C. SORIANO
Campus Administrator
Thru: KING ARDEE N. MIGUEL

Chair of Research, Extension, and Training
MYLENE F. DE GUZMAN
Instructor, Methods of Research & Undergraduate Thesis
Dear Madam:
I am delighted to confirm my ACCEPTANCE as the LANGUAGE EDITOR of the following

title and group of student researchers:
Title of the Study:

The Perceived Impact of Anime Binge-watching with English Subtitles to the
Program: Bachelor of Elementary Education
Names of Student Researchers:
As such, I will do my responsibilities as LANGUAGE EDITOR for the betterment of their study.
Thank you.
Yours sincerely,

Language Editor

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CERTIFICATE OF LANGUAGE
EDITING
This certificate confirms that the manuscript entitled The Perceived Impact of Anime
Binge-watching with English Subtitles to the Vocabulary Enrichment by Dela
Cruz, Patricia Mae J., Villanueva, Rose Ann L., Octavio, Francis B., of Bachelor of
Elementary Education has been edited by the undersigned.
Grammar, spelling, punctuation, sentence structure, and phrasing were only some of the
aspects and issues corrected.
Neither the research content nor the student researchers’ intentions were altered in any way
during the editing process.

Language Editor

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Appendix H:
Letter Request to Statistician
JOHN A. RUIZ
Designation and Affiliation
Dear Sir/Ma’am:
Good day.
We, the undersigned, are pursuing third year degree in Bachelor of Elementary
Education and are currently enrolled in Research in Education 2: Undergraduate
Thesis
This is to humbly request your service and expertise to serve as a STATISTICIAN for
our thesis entitled: “The Perceived Impact of Anime Binge-watching with English
Subtitles to the Vocabulary Enrichment”.
We believe that your knowledge and expertise will be valuable and will greatly enrich our
work.
Attached herein is the copy of our Research Proposal/Concept Paper for your perusal.
Sincerely yours,
Patricia Mae J. Dela Cruz Rose Ann L. Villanueva
Francis Adrian B. Octavio

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Acceptance Letter
MARCIANA C. SORIANO
Campus Administrator
Thru: KING ARDEE N. MIGUEL

Chair of Research, Extension, and Training
MYLENE F. DE GUZMAN, MAED, LP

Instructor, Methods of Research & Undergraduate Thesis
Dear Madam:
I am delighted to confirm my ACCEPTANCE as the STATISTICIAN of the following title and

group of student researchers:
Title of the Study:
The Perceived Impact of Anime Binge-watching with English Subtitles to the

Program:
Bachelor of Elementary Education
Names of Student Researchers:
As such, I will do my responsibilities as a STATISTICIAN for the betterment of their study.
Thank you.
Yours sincerely,
JOHN D. RUIZ
Statistician

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CERTIFICATE OF STATISTICAL
TREATMENT
This certificate confirms that the manuscript entitled The Perceived Impact of Anime
Binge-watching with English Subtitles to the Vocabulary Enrichment by
Patricia Mae J. Dela Cruz, Rose Ann L.Villanueva, Francis Adrian B. Octavio of
Bachelor of Elementary Education has been edited by the undersigned.
Further, the aforementioned manuscript and the student researchers were assisted with the
following:
● designing processes for data collection;
● analyzing and interpreting data;
● identifying relationships in the gathered data; and
● assisting in decision making.
JOHN D. RUIZ
Statistician

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Appendix I
Curriculum Vitae
CURRICULUM VITAE
Patricia Mae J. Dela Cruz

San Pascual, Talavera, Nueva Ecija
Date of Birth : May 29, 2003

Place of Birth : Talavera, Nueva Ecija
Sex : Female
Civil Status : Single
Nationality : Filipino
Age : 20
Religion : Roman Catholic
Mother : Mary Jane J. Dela Cruz
Father : Ronald A. Dela Cruz
EDUCATIONAL BACKGROUND
Primary : San Pascual Elementary School
2009 – 2015
Junior High School : Sto. Domingo National Trade School
2015 – 2019
Senior High School : ASKI Skills and Knowledge Intstitute Inc.
2019 – 2021
Tertiary : Nueva Ecija University of Science and Technology –
Municipal Government of Talavera

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CURRICULUM VITAE
Rose Ann L. Villanueva

Umangan Aliaga, Nueva Ecija
Date of Birth : July 13, 2003

Place of Birth : PJG Cabanatuan City, Nueva Ecija
Sex : Female
Age : 20
Religion : Born Again
Mother : Teresa L. Villanueva
Father : Edwin R. Villanueva
Primary : Umangan Elementary School
2009-2015
Junior High School : Umangan, National High School
2015 – 2019
Senior High School : Umangan National High School
2019 – 2021

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CURRICULUM VITAE
Francis Adrian B. Ocatvio

Maestrang Kikay, Talavera, Nueva Ecija
Date of Birth : August 9, 2002

Place of Birth : PJG, Cabanatuan City
Sex : Male
Age : 21
Religion : Catholic
Mother : Adelaida B. Octavio
Father : Felipe B. Ocatavio
Primary : Talavera Central Elementary School
2008-2014
Junior High School : Talavera National High School
2014-2018
Senior High School : Talavera National High School
2018-2020

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Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE I

TALAVERA ACADEMIC OFF - CAMPUS

“THE PERCEIVED IMPACT OF ANIME BINGE-WATCHING WITH ENGLISH

SUBTITLES TO THE VOCABULARY ENRICHMENT”

A Thesis Presented to The Faculty Members of

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Municipality Government of Talavera

of the Requirements for the Degree of

Bachelor of Elementary Education

Patricia Mae J. Dela Cruz

Rose Ann L. Villanueva

Francis Adrian B. Octavio

Transforming Communities through Science

TALAVERA ACADEMIC OFF - CAMPUS

This thesis entitled, “THE PERCEIVED IMPACT OF ANIME BINGE-WATCHING

Approved by the committee on Oral Examination on April 20, 2024.

KING ARDEE N. MIGUEL JOHN A. RUIZ

Accepted and approved in partial fulfillment of the requirements on the Research

MARCIANA DC. SORIANO

Transforming Communities through Science

TALAVERA ACADEMIC OFF - CAMPUS

employed a descriptive research design and utilized purposive sampling to ensure a

diverse representation of participants. A total of 98 second-year Bachelor of Elementary

standardized tool, focusing on personal profiles and participants' perceptions regarding

of watching anime on their vocabulary enrichment.

Keywords: vocabulary enrichment, perceived impact of anime binge-watching with

Transforming Communities through Science

TALAVERA ACADEMIC OFF - CAMPUS

To our research adviser, MYLENE F. DE GUZMAN, who has consistently

To our beloved School Administrator, MRS. MARCIANA SORIANO for her

favorable response regarding the study.

To all the parents/guardians who understand the researchers by allowing them to

spend time in doing the study.

Transforming Communities through Science

TALAVERA ACADEMIC OFF - CAMPUS

collaboration to construct it.

bestowed upon us the courage, insight, discernment, protection, and perseverance

necessary to complete this research

Transforming Communities through Science

TALAVERA ACADEMIC OFF - CAMPUS

Approval Sheet ….…….………………………………………………….. ii

Abstract …………………….……….……………………….……….. iii

Table of Contents ……………………………………………………… vi

List of Tables …….……………………………………………….……….. viii

List of Figures ……………………………………………………… ix

List of Appendices ……………………………………………………… ix

1 THE PROBLEM AND ITS SETTING

Review of Related Literature ……………………………………… 3

Research Paradigm ……………………………………………… 24

Statement of the Problem …………………………………….... 25

Scope and Delimitation of the Study ……………………………… 26

Transforming Communities through Science

TALAVERA ACADEMIC OFF - CAMPUS

Definition of Terms ……………………………………………… 28

Research Locale ……………………………………………… 32

Respondents of the Study ……………………………………… 35

Samples and Sampling Procedures ……………………………… 36

Data Gathering Procedure ……………………………………… 36

Construction and Administration Instrument ……………………… 37

Research Instrument ……………………………………………… 38

Statistical Treatment of Data ……………………………………… 39

Ethical Consideration ……………………………………………… 41