English writing with Disney animation: a critical perspective

Abstract This study explores the implementation of critical literacy in Korean EFL classrooms using Disney animations to enhance English writing skills and critical thinking among middle school students. Ten third-grade middle school students participated in this study, undergoing a series of writing activities designed to develop their critical thinking and writing skills over eight weeks. The findings revealed significant improvements in the participants’ confidence, sentence production, content organisation, and critical thinking abilities. The study highlights the effectiveness of using Disney animations as authentic texts to facilitate critical writing practices, demonstrating that critical literacy can be integrated into EFL education without compromising language learning. This study contributes to the broader discussion on educational innovation in EFL contexts, advocating the thoughtful integration of critical pedagogy and authentic texts in language education.