INTRODUCTION
Rationale
Language serves as our main tool for communication, allowing us to express our thoughts and ideas Many believe that it distinguishes humans from animals, highlighting its essential role in defining our humanity.
Effective communication is fundamental to every organization, influencing all workplace activities (Taylor, 2018) As we navigate an era of global integration marked by significant changes across various sectors—such as economy, politics, science, technology, and education—these shifts have notably affected English teaching and learning worldwide, including in Vietnam English serves as a vital medium for conveying ideas and fostering relationships among nations, establishing itself as an essential tool for communication in diverse aspects of life.
English has become a mandatory subject in educational institutions from junior high school to university, undergoing significant changes since the 1960s Mastering a foreign language requires proficiency in four essential skills: listening, speaking, reading, and writing Speaking, in particular, involves negotiating meanings and tailoring speech to achieve the desired impact on listeners (O’Malley, 1996) It serves as the foundation for developing other language skills; however, it is challenging to master as it encompasses more than just forming grammatically correct sentences (Harmer, 2005) To enhance speaking skills, various effective techniques are available, including the use of audio-visual aids as valuable communicative tools.
In today's English classrooms, the integration of audio-visual materials has become increasingly important for enhancing the teaching and learning process These resources serve as authentic language input, significantly aiding students in acquiring a foreign or second language To improve speaking competence, teachers should incorporate a variety of materials and teaching aids, creating diverse situations and activities Audio-visual aids, including videos and films, expose students to real spoken language through dialogues, plays, and interviews, allowing them to experience the language in context Selecting appropriate audio-visual materials is crucial for developing students' speaking proficiency, as these aids have a positive impact on their speaking skills.
Many students at Le Thuy High School struggle with effective English communication, both in and out of the classroom This difficulty can be attributed to limited exposure to native speakers and various factors such as lack of confidence, vocabulary, and grammar knowledge Traditional teaching methods, which often rely heavily on lectures and rote memorization, fail to engage students and promote speaking skills The outdated "listen and repeat" approach is ineffective, highlighting the need for a more interactive learning experience that incorporates real-life applications Additionally, while audio-visual aids are increasingly used in language teaching, their potential effectiveness is often overlooked This study aims to explore the impact of audio-visual aids on improving students' speaking skills at Le Thuy High School, advocating for a more dynamic teaching approach that includes diverse materials like videos, audio tapes, and visual aids to enhance the learning process.
Research objectives
With the reasons mentioned above, this paper aims:
- To study the perception of students of the use of audio- visual aids in learning speaking skill
- To find out the ways of using audio- visual aids in English speaking lessons
This article investigates the challenges faced by students and teachers in developing speaking skills through the use of audio-visual aids By identifying these issues, both educators and learners can discover effective solutions to enhance speaking proficiency.
Research questions
1 What are students’ perceptions of the use of audio-visual aids in speaking lessons?
2 How are the audio-visual aids being used in English speaking lessons?
3 What are some difficulties with the use of audio- visual aids in speaking lessons?
This study focused on the use of audio-visual aids in speaking lessons, conducted at Le Thuy High School in Quang Binh province It involved 10 teachers and 90 11th-grade students from two randomly selected classes during the 2018-2019 academic year.
This research investigates students' perceptions of the importance of audio-visual aids and examines their usage, along with the challenges faced by both students and teachers The study aims to provide theoretical insights into how audio-visual materials enhance exposure to foreign languages and aid in developing speaking skills Practically, it assesses students' views at Le Thuy High School regarding the effectiveness of audio-visual aids in speaking lessons, their application, and the potential issues encountered Ultimately, the findings will help teachers formulate effective strategies for integrating audio-visual aids, serving as a valuable guideline for English language instruction in the future.
This chapter presents the introduction of study, which includes the rationale, aim and objectives, research questions, significance as well as the structure of the thesis
Chapter Two: Literature review and theoretical background
This chapter is devoted to the review of the previous related studies and then shows the theoretical background of the study
The research methods, data collection, data analysis and research procedures of the study are described in this chapter
Chapter Four: Findings and discussions
This chapter presents the study's findings, highlighting students' perspectives on learning the speaking skill, commonly employed instructional strategies, and the challenges they face in developing their speaking abilities Additionally, it offers effective and efficient strategies aimed at enhancing students' speaking skills.
Chapter Five: Conclusion and implications
This chapter gives a summary of the major findings, suggests some implications and also suggestions for a further research.
Structure of the thesis
This chapter presents the introduction of study, which includes the rationale, aim and objectives, research questions, significance as well as the structure of the thesis
Chapter Two: Literature review and theoretical background
This chapter is devoted to the review of the previous related studies and then shows the theoretical background of the study
The research methods, data collection, data analysis and research procedures of the study are described in this chapter
Chapter Four: Findings and discussions
This chapter presents the study's findings, highlighting students' perspectives on learning speaking skills, the instructional strategies commonly employed, and the challenges they face in developing these skills Additionally, it offers effective and efficient strategies to enhance speaking proficiency.
Chapter Five: Conclusion and implications
This chapter gives a summary of the major findings, suggests some implications and also suggestions for a further research.
LITERATURE REVIEW
Review of previous studies
This thesis explores the effectiveness of audio-visual aids in speaking lessons, highlighting relevant studies both locally and globally Notably, Abdullahal Mamun's 2011 research at BRAC University examined the benefits of audio-visual aids for language teachers and learners, revealing a positive attitude towards their use in enhancing language teaching and learning The study emphasized that these aids make classes more engaging and help capture students' attention through varied visuals Similarly, Mizab Meriem's 2015 study focused on the role of audio-visual aids in improving the speaking skills of first-year English students at Biskra University, demonstrating their effectiveness in overcoming speaking challenges.
A study conducted in the Republic of Algeria highlighted the significant role of audio-visual aids in enhancing students' speaking abilities by providing authentic exposure to the English language Various tools such as computers, the internet, television, and video were identified as effective motivators that foster a relaxed classroom environment conducive to learning Siti Rahmah's 2014 research on the effectiveness of poster presentations in teaching speaking to seventh graders revealed valuable insights into improving speaking skills and enhancing student engagement in the learning process Similarly, Rahmawati's 2016 study at the University of Muhamadiyah explored the impact of audio-visual aids on students' listening skills, emphasizing their effectiveness in the teaching and learning process Additionally, a study in Kisii County, Kenya, examined the challenges faced by teachers and students in utilizing instructional technologies, focusing on resource availability, accessibility, and the overall effectiveness of these technologies in education The findings from these studies suggest the necessity for improvements in the implementation of instructional technologies to enhance the teaching and learning experience.
In Hue University of Foreign Languages, there were also some studies which were carried out related to the use of audio-visual aids Ngo (2004) had a research on
The research explores the potential of using audio-visual aids to enhance the teaching and learning of English for Specific Purposes (ESP) lessons in cultivation at Hue College of Agriculture and Forestry It highlights the necessity of integrating audio-visual tools to increase student motivation and engagement, making lessons more dynamic However, challenges such as insufficient resources and time constraints hinder the effective implementation of these aids Additionally, a related study by Ho (2011) demonstrated that audio-visual aids significantly improve vocabulary retention among grade 6 students at Ham Nghi Junior High School, showing that visual elements, interactive games, and audio resources enhance word meaning, spelling, and pronunciation skills.
Definitions of speaking
Recent studies have highlighted the role and effectiveness of audio-visual aids in teaching vocabulary, yet there remains a gap in understanding their broader significance in the English learning process With advancements in technology, the integration of audio-visual aids has the potential to enhance teaching and learning outcomes This thesis aims to explore students' perceptions of audio-visual aids during speaking lessons, as well as the challenges faced in their implementation at Le Thuy High School, thereby providing a comprehensive analysis of their importance in language education.
Speaking is an interactive process that involves producing, receiving, and processing information, with its form and meaning shaped by context, participants, and purposes (Burns & Joyce, 1997) In this study, speaking is operationally defined as the ability of secondary stage students to express themselves orally in a coherent, fluent, and contextually appropriate manner This encompasses both transactional and interactional purposes while utilizing correct pronunciation, grammar, and vocabulary, as well as adhering to the pragmatic and discourse rules of spoken language Mastery of these skills is essential for effective communication.
Communicative competence, as defined by Hymes (1985), refers to the essential knowledge a speaker needs for effective communication in culturally significant contexts (Paulston, 1992) Renandya and Richards (2002) emphasize that mastering speaking skills is complex, as it goes beyond merely learning grammatical rules of a foreign language; students must also understand how native speakers utilize the language in various contexts This highlights the importance of Hymes's theory in language education.
Canale and Swain (1980) proposes a communicative competence model which consists of different components including: gramatical competence, discourse competence, sociolinguistic competence; in addition to strategic competence
Grammatical competence is essential for students to communicate fluently in English, encompassing grammar rules such as morphology and syntax, as well as vocabulary and mechanics, which include the sounds of letters, pronunciation, and intonation To achieve effective communication, students must understand and apply these rules to convey their intended meanings accurately.
Discourse competence refers to the ability to apply the rules of cohesion and coherence to produce a meaningful spoken discourse for effective communication
To effectively use a foreign language, students must go beyond merely acquiring linguistic knowledge; they should also understand the social and cultural norms associated with that language This includes knowing how to engage in conversation, adhering to politeness rules, and recognizing what is acceptable within the foreign language community.
Strategic competence, defined by Brown (2004) as "the way learners manipulate language to meet communicative goals," is a crucial element of communicative competence It encompasses a speaker's ability to employ various strategies to navigate and resolve communication breakdowns effectively.
Fluency, as defined by Hedge (2000, p.54), is "the ability to link units of speech together with facility and without strain or inappropriate slowness, or undue hesitation." Faerch, Haastrup, and Phillipson emphasize that fluency is a key component of communicative competence, distinguishing it from strategic competence, which arises from a lack of accessible knowledge Fluency encompasses a speaker's ability to utilize linguistic and pragmatic competence effectively, allowing for coherent responses and clear pronunciation with appropriate stress and intonation Consequently, speaking proficiency involves various elements that foreign language students must develop to enhance their communication skills with native speakers To communicate appropriately, students should acquire comprehensive knowledge of the native language.
The key elements of effective speaking include utterance, vocabulary, grammar, content, pronunciation, and fluency (Brown, 2004) This research will specifically emphasize the definitions and significance of utterance, vocabulary, grammar, content and meaning, as well as pronunciation and fluency in the context of communication.
Effective speaking skills are crucial for delivering an acceptable message It involves the exchange of ideas or thoughts on a specific topic between two or more speakers According to Greene and Petty (in Tarigan, 2008), speaking is a process that requires simultaneous and spontaneous listening and responding A speaker must select appropriate words, expressions, and sentences while maintaining a clear voice and good intonation to enhance communication.
According to Hornby (1995), vocabulary encompasses the total number of words in a language A strong vocabulary is essential for demonstrating fluency in speech, as effective communication relies heavily on the ability to utilize a wide range of words.
Grammar is essential for understanding language, as it describes how words can change form and combine into coherent sentences (Harmer, 2004) Crafting grammatically correct sentences can be challenging, yet it plays a crucial role in comprehending what speakers intend to convey.
The content and meaning is ability in speaking which can be seen from mistake, completeness, clarification, and simplicity what the topic about (Tarigan,
Pronunciation encompasses the production of sounds, stress, and intonation According to Fachrurrazy (2011), pronunciation is defined by how specific sounds are articulated Stress refers to emphasizing a particular word in a sentence or a syllable within a word more forcefully than others Intonation involves the variation in pitch during speech, which significantly influences the meaning conveyed.
In spoken language instruction, teachers often grapple with the challenge of prioritizing two essential goals: accuracy, which encompasses clear and grammatically correct language, and fluency, characterized by natural and effortless speech According to Fachrurrazy (2011), both fluency and accuracy are vital objectives within Communicative Language Teaching (CLT) The Oxford Dictionary defines fluency as the ability to speak a language easily and effectively, highlighting its significance in language acquisition.
2.2.3 Factors that cause speaking difficulties to EFL Learners
Zhang (2009) highlighted that speaking is often the most challenging skill for English learners, leaving many struggling with oral communication Ur (1996) identified several factors contributing to this difficulty, including students' fear of making mistakes, concerns about criticism, and shyness Additionally, a lack of motivation and the feeling of having nothing to express further inhibit their ability to speak effectively.
In large classes, low or uneven participation can lead to situations where only one participant speaks at a time, often dominated by a few learners while others contribute little or not at all Additionally, students frequently resort to their mother tongue, as it feels more comfortable and reduces the anxiety of speaking in a foreign language.
Definitions of audio- visual aids
Audio-visual aids are essential instructional materials that enhance the teaching and learning process for both educators and students Defined by various scholars and sources, these aids combine auditory and visual elements to facilitate understanding As noted by Umar Farooq (2014), "audio" refers to hearing, while "visual" pertains to seeing, and together they aim to clarify knowledge through our senses According to Webster’s Encyclopedia Unabridged Dictionary of English (2001), audio-visual materials encompass educational tools that engage both hearing and sight, including films, recordings, and photographs used in classrooms or libraries Anzac (2011) further emphasizes that audio-visual materials effectively convey meaning without relying solely on verbal language.
Various researchers have expressed diverse perspectives on the concept of audio-visual materials In the context of this research, audio-visual materials are defined as resources that aid both students and teachers in enhancing the teaching and learning of speaking skills.
Classification of audio-visual aids
A filmstrip, as defined by the Collins English Dictionary, is a sequence of still photographs, including illustrations and diagrams, designed for projection as a teaching aid This format allows students to focus on each image long enough to absorb essential details Cameras and projectors utilize sprockets to advance the film steadily, with some strips featuring magnetic or optical components for sound The primary aim of education is to enhance our understanding of the world, and by creating filmstrips that facilitate this comprehension, we are advancing educational methods for learners of all ages.
Cartoons, defined by Merriam-Webster as motion pictures created from a series of drawings or graphics that simulate movement, are particularly appealing to young learners due to their entertaining audio-visual elements These animated videos not only engage children but also serve as effective educational tools by providing visual and auditory information that enhances communication skills They offer models for pronunciation, fluency, and vocabulary, making them relevant to students' lives According to Paulson (2013), cartoons feature simplified characters that remain recognizable, allowing for flexible teaching methods when paired with engaging activities While cartoons create a rich language environment, they may require teacher mediation to ensure comprehensible input, facilitating meaningful language exposure Many educators utilize cartoons to spark conversation, as the expressive nature of animated characters encourages learners to interpret emotions and narrate stories, enriching their language acquisition experience.
The tape recorder serves as an effective audiovisual teaching aid for enhancing speaking skills, utilizing cassette tapes to capture classroom learning experiences or content from radio and television documentaries This recorded material can be easily replayed in both classroom settings and at home, making it a versatile tool for students Additionally, the cassette tape recorder is a cost-effective instructional resource, often more affordable than many other electronic or projected equipment options.
White or black boards are valuable tools for illustrating sequences of ideas and routines, especially in scientific presentations They can help clarify your title and record key points, providing a fixed list for recapping throughout your presentation Instead of relying solely on spoken descriptions, write each stage of an experiment or process on the board, including complex terminology, to aid your audience in taking accurate notes Be mindful of distractions; once you write on the board, you must decide whether to leave it visible or erase it, ensuring that your audience has enough time to reference it Avoid displaying outdated material that could confuse your audience, and if you need to write in real-time, ensure that your handwriting is legible for everyone.
Charts are visual representations of related facts, such as diagrams, tables, or graphs, that enhance the teaching process by bringing real-life scenarios into the classroom They serve as effective educational tools that transform theoretical concepts into engaging learning experiences Ranging from large wall displays to simple sheets of paper, charts facilitate information presentation and help illustrate group reports, providing a written record of student contributions aimed at improving speaking skills.
Graphs are essential illustrations in scientific papers, effectively presenting information and demonstrating relationships between data variables They help reveal trends and patterns, enhancing clarity for readers This article offers guidelines for authors to create effective graphs (Med J 2009) Additionally, as noted by Arcana (1991), EFL teachers utilize graphs to teach intonation flow, while students practice these skills to achieve fluency in speech (Adowa, 2013).
Pictures are the most commonly available graphical aids They include photographs, paintings, illustrations clipped from periodicals (Craig and America,
According to Could (1987), a picture is a visual representation rendered on a flat surface, which serves as a valuable tool for teachers in various pedagogical contexts Common types of pictures include those printed in textbooks, cut from magazines, or displayed in PowerPoint presentations Utilizing pictures in second language teaching offers numerous benefits, such as enhancing learners' interest and stimulating discussions, as noted by Byrne (1990) Additionally, pictures can inspire students' creativity and contribute to a more engaging classroom atmosphere, as highlighted by Moore (1982) Wright (1989) further emphasizes that pictures can motivate students to actively participate in speaking activities.
Posters are large, flat displays made of paper, cloth, or card featuring images, text, and numbers (Gnosis and Samuel, 2012) Over the past four decades, poster presentations have evolved into a dynamic communication tool, particularly for graduate students aiming to present their research effectively (Fred Stoss, University at Buffalo Libraries) This medium is not only easy to use and understand but also serves as an engaging method for teaching speaking skills In this study, the focus is on visually appealing posters that incorporate vibrant colors and images.
Handouts are carefully crafted documents created by educators to enhance student engagement in the learning process (Davies, 2002) They serve as concise summaries of essential points and can also provide additional information that may not have been covered during the presentation or intentionally omitted for specific reasons.
Handouts serve multiple purposes in educational settings, offering definitions for complex jargon and providing background information or detailed statistics that may not be easily accessible They create a tangible reference by condensing overhead transparencies into a more manageable format, allowing students to jot down their comments or questions alongside the material Additionally, handouts can present a specific viewpoint, pose conceptual questions, or include case studies for problem-solving and discussion, enhancing the overall learning experience.
In sum, handouts are especially useful if your presentation is highly technical or complex They can further explain important information
Microsoft PowerPoint is widely used as a visual aid in teaching, enhancing presentations significantly To create effective slides, teachers should use a minimum font size of 20pt, maintain a simple background, and incorporate animations judiciously to enhance visuals While a slide without text may seem ideal for narration, it can lead to ineffective presentations if not executed thoughtfully.
Multimedia encompasses various computer-mediated applications that combine text, images, audio, and video to create an interactive learning environment (Pourhosein, 2012) Its integration in classrooms enhances student engagement and enjoyment, allowing for a more dynamic learning experience In multimedia classrooms, flexible seating arrangements promote collaboration, with students able to adjust furniture for group discussions Equipped with comfortable seating and ample workspace, students feel at ease while studying A central teaching station houses controls for built-in equipment, facilitating the use of diverse resources such as print texts, films, and the Internet to enrich linguistic skills and knowledge.
The integration of technological aids, particularly computer-based instruction, has become a vital aspect of language teaching and learning (Renandya & Richards, 2000) Computers significantly influence the language learning process by facilitating engagement in activities and communication that enhance various language skills (Stockwell, 2012) They serve as essential tools for improving students' speaking abilities through diverse programs that allow for practice and provide feedback, enabling learners to assess their oral performance and refine their pronunciation.
Television, defined as an electronic device with a screen for viewing moving images and sound, plays a significant role in enhancing students' language skills Various educational programs available on television can aid in language development, making it a valuable resource for learners.
Television can be a valuable resource for students learning English, as it exposes them to different aspects of foreign language culture through English films However, many students primarily view television for leisure and entertainment To shift this perspective, teachers should encourage students to recognize television as an essential tool for learning, helping them develop viewing skills that enhance their experiences both in and outside the classroom By guiding students to pay attention to the speaker's intonation, gestures, body language, and expressions, teachers can facilitate the development of their language skills As a result, students can enjoy television not only for entertainment but also as an effective learning medium (Renandya & Richards, 2002, p.365).
Renedya and Richards (2002, p.364) state "video is an extremely dense medium, one which incorporates a wide variety of visual elements and a great range
Advantages of audio-visual aids in speaking lessons
to use particular expressions, and also how to pronounce words appropriately
According to Harmer (2001), using video as a teaching aid offers numerous advantages, including the ability for students to observe language in context, along with accompanying expressions and gestures Additionally, authentic videos enhance cross-cultural awareness by showcasing different cultures Furthermore, the engaging nature of video content serves to boost student motivation.
A laptop connected to a classroom projector enabled students to access YouTube, facilitating their engagement with Western audio-visual culture through increased internet access The vast array of information available on the site allows teachers to extract short videos as examples for lessons However, it's essential for educators to present these videos in segments rather than in full, ensuring a safe and effective learning experience.
2.6 Advantages of audiovisual aids in speaking lessons
2.6.1 Using audio visual aids to improve students’ pronunciation
Pronunciation, defined as the manner in which language is spoken, is crucial for students learning English for two primary reasons: it enhances their ability to understand spoken English and improves the clarity of their own speech Mastery of the language's stress patterns is essential, even if students cannot articulate the rules, as English stress vowels are typically longer and louder Focusing on the sounds, their articulation in the mouth, and word stress awareness provides students with valuable insights into spoken English, ultimately leading to better comprehension and intelligibility.
In teaching pronunciation, it is essential for educators to instruct students on the placement of word stress, as understanding the rules of stress is crucial for effective communication According to Avery and Ehrlich (1997), there are key generalizations regarding stress placement that can enhance learning Modern audiovisual aids, such as slide projectors, televisions, and video players, have become more efficient and user-friendly, making them invaluable tools in the classroom These aids not only facilitate the presentation of materials but also help clarify concepts and ideas, ultimately enriching the teaching-learning process By incorporating audiovisual elements, teachers can engage students more effectively, as learners are more likely to be interested in pronunciation when they can see and hear the correct sounds produced by native English speakers The combination of visual and audio elements significantly enhances the learning experience.
2.6.2 Using audio visual aids to provide vocabularies
The integration of audio-visual aids in language learning enhances classroom dynamics, enriches vocabulary acquisition, and boosts student motivation to learn English These materials enable teachers to present new vocabulary in engaging ways, fostering effective learning experiences Audio-visual equipment plays a crucial role in creating favorable classroom environments that actively involve students in the learning process Moreover, such teaching aids benefit students both educationally and psychologically, facilitating the development of their receptive (listening and reading) and productive (speaking and writing) language skills.
2.6.3 Using audiovisual aids as a source of information
Audiovisual materials serve in different areas for different purposes (Peterson
Audiovisual materials play a crucial role in communication and information dissemination across the country, as noted by Oketunji (2000) These resources are particularly valuable in agricultural regions, providing detailed guidance on livestock breeding and other farming practices Additionally, they serve an important function in national defense by offering clear information on land mine detection The multifaceted benefits of these materials are underscored by Mcnaught, highlighting their significance in various sectors.
In 2007, it was highlighted that various media, such as radios, televisions, and computers, play a crucial role in teaching and learning the speaking skills of English as a Foreign Language (EFL) These resources provide valuable information that educators can easily access and download from the internet, utilizing audiovisual materials to enhance their lessons Additionally, students can improve their pronunciation and speaking abilities by tuning into different channels on televisions or radios, as noted by Dike (1993) Overall, these media serve as essential sources of information for both teachers and learners in the EFL context.
2.6.4 Using audiovisual aids to motivate students’ attention
Incorporating audio-visual aids in the classroom significantly enhances student engagement, particularly when the tasks are interesting and visually appealing This approach not only captures students' attention but also fosters collaboration and creativity among them When students are motivated and curious about a topic, their learning experience improves Traditional verbal instructions often fail to engage students, making audio-visual tools essential for sparking interest and intrinsic motivation To keep students actively involved, educators can implement simple strategies, such as using visual stimuli, which cater to various learning styles and help maintain attention and participation in class activities.
2.6.5 Using audio visual to improve fluency
Fluency, as defined by Hedge (2000), is the ability to link speech units smoothly and without hesitation The use of audio-visual aids significantly enhances students' fluency in dialogue performance Initially, students struggled with memorization, leading to pauses and silence during their presentations To address this, the teacher emphasized the importance of serious memorization and practice in pairs By the second cycle, most students showed improvement, performing their dialogues more fluently, although some still faced challenges due to a lack of seriousness in their preparation By the final cycle, fluency levels improved further as students became familiar with the material, aided by engaging audio-visual content that motivated them to focus on their learning and practice their dialogues diligently.
In conclusion, by memorizing and practicing the dialogue helped them improve their fluency in speaking.
Disadvantages of audio-visual aids in speaking lessons
Marie Liberty discusses the drawbacks of audio-visual aids in teaching, highlighting that while they can enhance classroom engagement and creativity, they also come with disadvantages Tools like video presentations and slide shows have transformed teaching methods, making lessons more dynamic However, it is crucial to consider both the advantages and disadvantages of these aids when deciding how to incorporate them into the classroom effectively.
Technical issues can disrupt your presentation, regardless of the equipment used Common problems include projector bulbs burning out, blurry images, and difficulty focusing In PowerPoint presentations, fonts and colors may appear differently on screen, and audio elements like music may fail to play Additionally, CDs can skip, while DVDs might be scratched or incompatible with the player.
Using visual aids throughout an entire presentation can be more distracting than beneficial, as they often divert attention from the speaker Special effects and projector lighting can shift focus away from the presenter, while excessive information may overwhelm students, causing them to struggle with note-taking as the speaker progresses Additionally, an abundance of slides can hinder comprehension, and mismatched audio-visual elements can further confuse the audience Engaging videos might distract from the main message, whereas dull content and low lighting can lead to disengagement Research indicates that audio-visual materials are most effective when utilized strategically during key points rather than continuously throughout the presentation.
2003) There also may be too many slides for the students to interpret or the audio and visual may not match up
Creating high-quality audiovisual aids can be costly, as slides, videos, and films often require significant investment unless sourced from a library Additionally, the equipment needed for these presentations can be prohibitively expensive Consequently, many schools face budget constraints that limit the availability of audiovisual resources, resulting in insufficient equipment for every classroom.
Preparing audiovisual presentations can be time-consuming, as creating videos or slides requires significant effort Securing films may pose challenges, including obtaining necessary permissions, while posters and transparencies often demand extensive preparation Additionally, developing a PowerPoint presentation can also be a lengthy process Consequently, the time invested in creating these materials may detract from the opportunity to develop a clear and well-organized lesson plan.
When utilizing audiovisual aids, it's essential to consider the room size to ensure all students can effectively see and hear your presentation A room that is too large may hinder visibility, causing some audience members to view the materials at awkward angles, which can impede their ability to follow along with the lesson.
Certain audiovisual aids such as VCRs for older video recordings, can be bulky and difficult to transport.
Summary
This chapter highlights the significant role of audio-visual aids in enhancing students' speaking skills by providing authentic exposure to the English language Various tools, including computers, the internet, television, and videos, not only motivate students but also foster a relaxed classroom environment conducive to effective learning Therefore, the appropriate use of these materials is essential for helping students develop their speaking abilities, as they offer a genuine context for using the foreign language.