Educational Cartoons as A Pedagogical Strategy for Second Language Acquisition: A Study of Fourth Grade Learners in Moiben Sub-County, Kenya

Educational cartoons are gaining increasing recognition as effective tools for supporting language development and literacy, especially among children learning English as a second language (ESL). While research has highlighted their overall effectiveness in improving literacy, there is limited evidence on their role in fostering specific language learning strategies (LLS), particularly in rural and under-resourced educational environments. In rural Kenya, many primary school pupils continue to face challenges with basic literacy in English due to limited exposure, the dominance of local languages in daily life, and a lack of access to supportive learning resources. The study objective is to investigate the impact of the educational cartoon Akili and Me on the use of language learning strategies (LLS) among Grade Four pupils in rural Kenya, specifically within Moiben Sub-County. The research was guided by Oxford’s taxonomy of LLS, categorising strategies into six groups: memory, cognitive, compensation, metacognitive, affective, and social. Mayer’s Cognitive Theory of Multimedia Learning provided a conceptual framework for understanding how audio-visual content can enhance information processing and memory retention. A mixed-methods research design was employed, combining quantitative and qualitative data to provide a comprehensive understanding of the intervention’s effects. The target group consisted of Grade Four pupils in public primary schools within Moiben Sub-County. A total of 104 learners were selected through purposive sampling based on their English performance and basic literacy challenges. The learners completed the Children’s Strategy Inventory for Language Learning (CSILL), participated in structured interviews, and undertook follow‑up assessments of vocabulary, reading, writing, and speaking. Quantitative data were analysed using descriptive statistics, and qualitative insights were generated through thematic analysis. Findings reveal that learners initially relied heavily on compensation strategies. Post‑intervention, there were marked increases in memory, cognitive, and social strategies, while affective and metacognitive strategies remained underutilised. The study concludes that Akili and Me significantly improved learners’ employment of effective language learning strategies. It is recommended that educational cartoons be integrated into classroom teaching to bolster foundational language skills, especially in underserved rural areas.