<![CDATA[This study explores students’ perceptions and challenges in learning listening through animated movies as a form of independent learning. It aims to investigate students’ perceptions of animated movies in improving listening skills, identify the challenges they encounter during listening practice, and examine the strategies they use to overcome them. A qualitative research design with a phenomenological approach was employed. Data were collected through semi-structured interviews with 10 eleventh-grade students of MA Muhammadiyah Bandar Lampung who regularly used animated movies to practice English listening outside the classroom. The data were analyzed using thematic analysis. The findings revealed that students generally held positive perceptions of using animated movies for learning listening. They found the movies enjoyable, engaging, and motivating, while also reporting improvements in understanding spoken English in context. Visual elements such as character expressions, gestures, and storylines supported listening comprehension by helping students interpret meaning despite unfamiliar vocabulary. However, students experienced challenges related to intrinsic and extraneous cognitive load. Intrinsic cognitive load mainly resulted from limited vocabulary, while extraneous cognitive load was caused by the fast speech rate of native speakers, connected speech, and rapidly disappearing subtitles. To overcome these challenges, students employed cognitive, metacognitive, and socio-affective strategies, including using subtitles, translating unfamiliar words, taking notes, replaying and pausing scenes, adjusting playback speed, and seeking assistance from peers or family members. Overall, the findings suggest that animated movies support learning listening by enhancing learner engagement, facilitating listening comprehension, and encouraging self-regulated learning]]>
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