<![CDATA[Background: Listening skills (maharah istima') are the foundation of Arabic language acquisition; however, female students’ ability to understand transitive and intransitive triliteral verbs (fi'il tsulasi) in spoken discourse remains low due to the limited availability of contextual audiovisual materials. Purpose: This study aims to describe the level of maharah istima’ before and after watching the animated film “Al-Qith Adh-Dha’i’,” measure the impact of the screening, and reveal its contribution to morphological awareness. Method: The study employed a one-group pretest–posttest pre-experimental design using a mixed-methods approach; data were collected from 10 female 11th-grade students at Madrasah Aliyah Al-Bayan Hidayatullah in Makassar through tests, Likert-scale questionnaires, observations, and interviews, and were then analyzed using descriptive statistics, N-Gain, and qualitative descriptive analysis with triangulation. Results and Discussion: The results showed a limited increase from 51% (adequate) to 63% (good) with an N-Gain of 0.22 (low category), a positive affective response of 71.4% (good), and an initial morphological awareness of 52% (adequate); these findings fill a research gap by demonstrating that animated films serve as a strong motivational-contextual mediator in the affective domain, yet are not sufficient on their own to produce profound cognitive gains without organized morphological practice. Conclusions and Implications: The screening of animated films contributes fundamentally, though not absolutely effectively, to listening comprehension and morphological awareness; therefore, animated films need to be integrated with organized morphological exercises and clear audio materials, and further research with control groups and larger samples is warranted.]]>
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