The Impact of Audio-visual Aids on English as a Foreign Language
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The study attempted to examine the impact of audio-visual aids in English as a foreign language. It aimed at showing whether audio-visual aids can facilitate the learning and teaching process of English as a foreign language. To answer this question, the researcher opted for a survey method that relied on the administration of questionnaires: one for the students and one for the teachers.
The questionnaire was submitted to a representative sample of level 500 bilingual letters and teachers of “Audio Visual Arts” at the University of Buea. The questionnaire focused on discovering teachers and students’ attitude towards these aids. Also, this study aimed at verifying if there is a relationship between audiovisual aids and English language proficiency.
The findings of this study supported the hypotheses, except the one on audiovisual enhancing writing skills, and allowed us to emphasize the importance of audiovisual aids as having a great impact on students’ level of achievements. The results clearly indicated that both teachers and students support teaching and learning with audiovisual aids in the classroom.
The students show great excitement to learn the language through authentic materials and improve their speaking skill and vocabulary development. Besides, the results revealed that audio-visual aids have an undeniable role in enhancing the students’ ability to use their speaking skill and vocabulary.
This chapter deals with the background to the study, the statement of the problem, the purpose of the study, the research questions, research hypothesis, significance of the study, the scope of the study, motivation, and definition of terms
Background to the study
Crystal (1997) argues that the globalization of a language does not rely on the number of people using the language, but it has to do with economic, political, and military power. The success of a people on the international stage is also the success of their language.
In the particular case of the English language, it owes its globalization to the military, economic, and political power of countries like the USA, England, just to cite a few. More and more, English is spreading around the world. That is why it is commonly said to be: “the only language in which the sun never sets”. It is now referred to as the world lingua franca.
Some researchers like David Crystal think that the globalization of English is also due to the fact that it is easy to leam. He asserts: “English does not have a lot of endings on its words, nor have to remember the difference between masculine, feminine, and neuter gender, so it must be easy to learn” (P.6)
The presence of English in the Cameroon linguistic landscape has a historical origin. After the German defeat during the First World War, Cameroon was split into two between Britain and France. Those colonizers brought in their languages which are English and French respectively.
English became an official language in Cameroon after the 1961 Reunification of West and East Cameroons. After the Reunification, those who were administered by Britain has English as a second language and those who were administered by France have it as a foreign language.
Due to the globalization of English, we will see many francophones in Cameroon going to Anglophone University in order to learn the language. It should be noted that the teaching and the learning process is not an easy task to complete. This is because learners have different backgrounds and the classroom is made up of slow and fast learners. In order to help both types of learners, the teacher has to choose an appropriate method, hence the audiovisual aids.
History has shown that pictures, specimens, demonstrations, and other audiovisual aids means are effective teaching tools. Audiovisual aids have developed rapidly since 1990 by drawing new technologies of communication, most recently the computer. The pioneer of audiovisual is Amos Comenius. He was the first to propose a systematic method of audiovisual education. His Or bis Sensualim, “Picture of the Sensual World” was mostly exemplified withdrawing, each playing an important role.
Statement of the problem
The learning of a second or foreign language is not an easy task to complete. A good mastery of the language passes through a good selection of learning and teaching method. We will realize that many students face difficulties in class not only because they are not fit to claim the language or do not have the aptitude required, but also because of some other factors such as the learning and teaching method.
The use of blackboard and textbooks seem not to be sufficient for some students to effectively master the language. Apart from these traditional methods, many teachers do not think of audiovisual aids, or are not yet aware of them, or are still far away from implementing in their classrooms.
Teachers should be aware of the fact that a good atmosphere and an enjoyable classroom boost the learners’ interest and get them unconsciously involved in the lessons being taught. Using audio-visual aids in an EFL class could be a point and the best strategy to attract students’ attention in class so that they can stop seeing learning as a difficult task. Therefore, this investigation highlights the impact of audiovisual aids on EFL learners’ proficiency.
Purpose of the study
- Describe the frequency of learning with audiovisual aids
- Compare the proficiency of students using audiovisual aids with the proficiency of those using other methods
- Identify the problems faced by students using audiovisual aids
- Show how audiovisual affects the speaking and writing skills of the learner
- Show how audiovisual enhances the learner’s vocabulary
- How does the listening of tapes or radio affect the learner’s proficiency?
- Does the type of program chosen affect the learner’s proficiency?
- Does the learner’s type of retentive memory affect his learning process?
- Is there any difference between learners using audiovisual aids and those using other methods?
- How do the audiovisual aids influence the learner’s vocabulary?
- How do audiovisual aids differ from other methods?
- How do audiovisual aids enhance speaking and writing skills?